LB 1982 
.R4 
1915 
Copy 1 






BULLETIN OF THE WISCONSIN 
^ATE BOARD OF INDUSTRIAL EDUCATION 



No. 



OUTLINES OF LESSONS 



INSTITUTE OF TEACHERS 

Wisconsin Public Industrial, Commercial, 
Continuation and Evening Schools 



HELD IN OSHKOSH, MAY 17. 18. 19. 1915 



MADISON 

Publrthed by the Board 

1915 



BULLETIN OF THE WISCONSIN 
STATE BOARD OF INDUSTRIAL EDUCATION 



No. 



OUTLINES OF LESSONS 



INSTITUTE OF TEACHERS 

Wisconsin Public Industrial, Commercial, 
Continuation and Evening Schools 



HELD IN OSHKOSH, MAY 17, 18, 19, 1915 



MADISON 

Published by the Board 

1915 



Wisconsin State Board of Industrial Education 



H. E. Miles, President 
Racine 

Louis E. Reber, Secretary 
Madison 

C. P. Gary, Madison 

State Superintendent of Public Instruction 

A. S. LiNDEMAXN, Milwaakee 
Mert Malone, Oshkosh 
William M. Miller, Eau Claire 
F. E. Turneaure, Madison 
E. W. ScHiiLTZ, Sheboygan 
Fraak Clarke, Madison 



Warren E. Hicks 

Assistant for Industrial Education 



0, of 0, 

OCT 29 1919 






B PROGRAM 

?? 

Industrial Institute and Conference 



OSHKOSH, WISCONSIN 

FRATERNAL RESERVE ASSOCIATION BLDG. 

MAY 17, 18, 19 

1915. 



MONDAY, A. M., MAY 17. 

Room A. 

Topic 2. 

COURSE IN INTERIOR WIRING. 

8:45 o'clock. 

J. O. Steendahl, Menomonie, Chairman, 

B. A. Marcell, Chippewa Falls, 
Page 21 LeRoy Schaeffer, Wausau. 



Topic 5. 

HOME NURSING AND EMERGENCIES. 

10:00 o'clock. 

l?uth M. Gillett, Milwaukee, Chairman, 

Mrs. R. MacDonald, Madison, 
Page 39 Una E. Lambert, Cudahy. 

Rooms A and B. 

Address — 11:00 o'clock. 

APPRENTICES. 

District Superintendent, Chicago, 
Page 46 W. M. Roberts. 



Outlines of Lessons 

Address — 11:30 o'clock. 

EVENING RETAIL SELLING CLASSES. 

Andrew H. Melville, Oshkosh. 



Page 49 



Room B. 

Topic 6. 

PREPARATORY COURSE FOR BOYS IN BAKERY. 

8:45 o'clock. 

R. L. Cooley, Milwaukee, Chairman, 

C. J. Kremer, Milwaukee, 
Page 54 Theresa Gardner, Milwaukee. 



Topic 4. 

USE OF SLIDES IN INSTRUCTION. 

9:30 o'clock. 

Cora J. Zinkgraf, Milwaukee, Chairman, 

Manola Chamberlain, South Milwaukee, 
Page 33 Mildred Alexander, West Allis. 



Topic 3. 

PROPER CORRELATION BETWEEN SEWING. COOKING AND 

ACADEMIC SUBJECTS. 

10:15 o'clock. 

Hannah Brunstad, Wausau, Chairman, 

Gertrude L. Brandt, La Crosse, 
Page 26 Edith Scott, Oshkosh, 



Institute of Teachers 5 

MONDAY, P. M., MAY 17. 

Room A. 

Topic 18. 

AUTOMOBILES — CLASSES AND INSTRUCTION. 

1:30 o'clock. 

R. E. Davis, Milwaukee, Chairman, 

R. W. Hargrave, Menasha, 
Page 166 Ray Anderson, West AUis. 



Topic 9. 

SHEET METAL COURSE. 

2:30 o'clock. 

John J. Metz, Milwaukee, Chairman, 

Roy J. Carver, Marshfleld, 
Page 93 W. L. Casler, Superior. 



Rooms A and B. 

Address — 3:45 o'clock. 

A PRACTICAL SCHOOL TO RENDER GIRLS SELF-SUPPORTING. 

S. D. Shankland, President, 
Andrews Institute. 
Page 111 Willoughby, Ohio. 



Room B. 

Topic 10. 

COURSE IN TRADE MILLINERY. 

1:30 o'clock. 

Mabel Burke, Appleton, Chairman, 

Jeannette Antram, West Allis. 
Page 99 Lydia A. Broadbent, Neenah. 



6 Outlines of Lessons 

Topic 7. 

RESULTS OF INDUSTRIAL SURVEY. 

2:15 o'clock. 

L. P. Whitcomb, Oshkosh, Chairman, 

A. W. Siemers, Madison, 
Page 62 A. R. Graham, Racine. 



.; ^ ;..u:.^ .c. . Topic 11. 

COURSE IN LAUNDERING. 

3:00 o'clock. 

Margaret Nelson, Beaver Dam, Chairman, 

C. W. Schwede, Grand Rapids, 
Page 105 Rebecca Von Kaas, Sheboygan. 



MONDAY EVENING— OSHKOSH NIGHT. 

Banquet — Athearn Hotel. 
8:00 o'clock. 
■ - . Toastmaster — Supt. M. N. Maclver. 
Addresses by Governor E. L. Philipp, Supt. C. P. Gary, and others. 



TUESDAY A. M., MAY 18. 

Room A. 

Topic 23. 

HOW TO ORGANIZE WORK IN SEWING IN NIGHT SCHOOLS. 

8:45 o'clock. 

Marie Levenhagen, Manitowoc, Chairman, 

Ella P. Bartel, Milwaukee, 
Page 281 Iva Gish, Racine. 



Institute op Teachers 



Topic 13. 

HOW, WHEN, AND HOW MUCH RECREATION SHALL BE PRO- 
VIDED FOR BOYS AND GIRLS NOW IN SCHOOL AND ALSO 
FOR FORMER PUPILS OF THE SCHOOL? 

10:00 o'clock. 

Samuel D. Hendershott, Fond du Lac, Chairman, 
Hattie Mordell, Chippewa Falls, 
Page 128 Ruth Fluekiger, Beloit. 



Roomsf A and B. 

Address — 11:00 o'clock. 

EFFICIENCY IN INSTRUCTION IN COOKING AND SEWING. 

Miss Emma Conley. 
No manuscript 



Room B 

Topic 8. 

SIMPLE MECHANICS FOR PERMIT BOYS AND ALL DAY BOYS. 

8:45 o'clock. 

D. E. Scull, Kenosha, Chairman, 

C. F. Hill, Janesville, 
Page 84 Thos. G. Sutherland, La Crosse. 



Topic 12. 

COURSE FOR MAIDS IN DOMESTIC SCIENCE. 

9:30 o'clock. 

Edith H. Conner, Sheboygan, Chairman, 

Mrs. E. Tollefson, Manitowoc, 
Page 121 Grace K. Wright, Two Rivers. 



Outlines of Lessoxs 



Topic 15. 

THE, HIGHEST SERVICE OF THE NEW SCHOOLS ORGANIZED 
. UNDER THE INDUSTRIAL LAWS OF 1911. 

10:15 o'clock. 

W. J. Hamilton, Two Rivers, Chairman, 

F W. Thomas, Eau Claire, ' 

Page 140 . A. W. Burton, Green Bay. 



TUESDAY P. M., MAY 18. 

Room A. 

Topic 16. 

PLANS FOR A NEW SCHOOL BUILDING FOR HOUSING DAY AND 
EVENING SCHOOL ACTIVITIES. 

1:30 o'clock. 

Harriett B. Goessling, Fond du Lac, Chairman, 
E. E. Gunn, Jr., Green Bay, 
Page 157 L. R. Evans, Sheboygan. 



Topic 20. 

SOME VALUABLE FACTORS IN THE ADMINISTRATION OF 

NIGHT SCHOOLS. 

2:30 o'clock. 

C. G. Stangel, Manitowoc, Chairman, 

Frank W. Hanft, Marinette, 
Page 199 Paul B. Clemens, Superior. 



. Rooms A and B. - ^ 

Address — 3 : 4 5 o'clock. 

STUDYING A SPECIFIC INDUSTRY — THE GARMENT WORKERS. 

Wm. T. Bawden, 
Specialist in Vocational Education, 
Washington, D. C. 
Special Bulletin, Bureau of Education 



Institute of Teachers "■ 9 

Room B. 

Topic 19. 

MODEL HOME SCHOOL. 

1:30 o'clock. 

Hattie Mordell, Chippewa Falls, Chairman, 

A. J. Dremel, Racine, 
Page 186 H. C. Buell, JaneBvillo. 



Topic 17. 

SUMMER SESSIONS FOR INDUSTRIAL CLASSES. 

2:15 o'clock. 

S. B. Tobey, Wausau, Chairman, 

Mary D. Branford, Kenosha. 
Page 164 • • B. E. Nelson, Racine. 



Topic 21. 

RETAIL SELLING. 

3:00 o'clock. 

Anna E. Englert, Milwaukee, Chairman, 

Carrie E. Morgan, Appleton. 
Page 202 W. E. Maddork; Superior. 



TUESDAY EVENING — STATE NORMAL SCHOOL NIGHT. 

7:30 P. M. 
A Visit to all Departments of the School. 



10 ' OUTLINES OF Lessons 



WEDNESDAY A. M., MAY 19. 

Room A. 

Topic 1. 

WHAT SHALL DETERMINE WHICH PUPILS SHALL BE TRANS- 
FERRED TO THE CONTINUATION SCHOOLS? 

8:45 o'clock. 

F. E. Converse, Beloit, Chairman, 

L. P. Benezet, La Crosse, 
Page 15 John Callahan, Menasha. 



Topic 24. 

SHOW CARD WRITING. 

10:00 o'clock.. 

11. L. Post, Appleton, Chairman, 

Wm. W. Dixon, Eau Claire, 
Page 292 C. C. Hayward, Stevens Point. 



11:30 o'clock. 

Address — C. H. Crownhart. 

Chairman Industrial Commission. 



Page 294 



Room B. 
Topic 22. 



HENEFIT AND OBJECTION TO UNIT COURSES FOR NIGHT 
SCHOOL WORK. 

8:45 o'clock. 

Lillian Otto, Kenosha, Chairman, 

Ella Kuehlthan, Janesville, 
Page 26(3 M- N. Maclver, Oshkoslj. 



Institute of Teachers 11 

Topic 14. 

BOOKKEEPING. 

9:30 o'clock. 

H. M. Winkel, Milwaukee, Chairman, 

E. L. Hayward, Grand Rapids, 
Page 131 C. J. Brewer, Chippewa Falls. 



Topic 25. 

THE STATIONARY ENGINEER AND THE CONTINUATION 

SCHOOL. 

10:15 o'clock. 

Robert B. Otis, Milwaukee, Chairman, 

J. C. Childs, Racine. 
Page 299 W. E. Clark, Oshkosh. 



WEDNESDAY P. M., MAY 19. 

Room A. 

Topic 26. 

THE ORGANIZATION OF A ONE AND TWO YEAR PREVOCA- 
TIONAL COURSE FOR ALL DAY INDUSTRIAL PUPILS. 

1:30 o'clock. 

W. F. Faulkes, Appleton, Chairman. 

Newton Van Dalsem, Neenah, 
Page 320 Geo. T. Lusk, Green Bay. 



Topic 27. 

ESSENTIAL QUALIFICATIONS FOR SHOP TEACHERS THAT 
SHOULD BE RECOGNIZED BY LOCAL INDUSTRIAL BOARDS. 

2:30 o'clock. 

H. W. Schmidt, Oshkosh, Chairman, 

Geo. F. Buxton, Menomonie, 
Page 330 F- P. Crawshaw, Madison 



12 Outlines of Lessons 

Room B. 

Topic 28. 

COURSE IN PHARMACY. 

1:30 o'clock. 

Louis L. McCarthy, Janesville, Chairman, 

J. E. Roberts, Fond du Lac, 
Not received M. C. Potter, Milwaukee. 



Topic 29. 

COURSE IN TELEGRAPHY. 

2:15 o'clock. 

A. T. Ritzman, Superior, Chairman, 

Frank Mohons, Janesville, 
Page 334 H. C. Snyder, Stevens Point. 



THE EDUCATIONAL VALUE OF SHORTHAND 

Henry J. Holm, Chicago. 
Pages 57, 140, and 314 



SUMMARY OF REPORTS 1913-1914. 
Page 339 



OFFICERS 1915-1916 
Page 342 



TEACHERS 1914-1915. 
Page 345 



Institute op Teachers 13 



ANNOUNCEMENTS. 



This institute and conference is the third annual held under the 
auspices of the state authority. It is held in May. September has 
been found too late for wise planning. 

It is expected that all teachers employed in the continuation, in- 
dustrial, commercial, and evening schools will attend. A cordial 
invitation is extended to all members of boards of education and 
citizens who are interested. 

This is a meeting for general exchange of opinion. The aim is 
to do constructive work by getting the views of persons who have 
had successful experience as instructors. 

The outlines and proceedings of the institute will be published in 
bulletin No. 11. The preliminary outlines are being printed for dis- 
tribution at the meeting. 

The exhibit of work at the Beach Manual Training School will be 
observed from 5:00 to 7:00 o'clock on Monday Evening. Informa- 
tion with reference to the exhibit and hotel accommodations will be 
furnished upon application to L. P. Whitcomb, Director Continuation 
Schools, Oshkosh. 

Plans are being made for luncheons on Monday noon, Tuesday 
noon, Tuesday evening, and Wednesday noon, for a discussion 
of special topics. The announcement of these luncheons will be 
made on Monday, May 17. The information at hand at this date war- 
rants the statement that this meeting is to be of unusual interest 
and will be largely attended. 

WARREN E. HICKS, 
Asst. for Industrial Educatien. 

May 8, 1915. 



14 Outlines of Lessons 



"Bulletin No. 1 1 is a companion of Bulletin No. 1 0. The two 
bulletins represent constructive and suggestive work of directors and 
teacKers, who have been employed in the Wisconsin Public Industrial, 
Commercial, Continuation, and evening Schools for the past two years. 
Their efforts have been devoted to the preparation of specific outlines of 
lessons that have met the needs of persons attending these schools. The 
method of work has been by committees and conferences. The mate- 
rial dealt with is designed to serve actual needs. The committees have 
not been concerned about the questions of adaptability to all cities or all 
states. The effort has rather been an intensive one, and to meet imme- 
diate needs. i 

' 'Bulletin No. 1 contains 5 1 6 pages of material, and was issued in 
September, 1914, after a Conference held in Milwaukee. There are 
still enough copies of bulletin No. 1 available to accommodate teachers 
during the coming year. The second edition of bulletin No. 1 I is the 
result of the Conference held at Oshkosh in May, 1915. 2,500 copies 
of this edition are issued." 



OUTLINES OF LESSONS 



Topic 1. 

REPORT OF COMMITTEE ON TRANSFER OF PUPILS TO 
ALL DAY INDUSTRIAL SCHOOL. 

F. E. Converse, Beloit, Chairman. 

John Callahan, Menasha. 

L. P. Benezet, La Crosse. 

Ladies and Gentlemen of the Conference: 

The committee to consider "What pupils should be transferred from 
the regular public schools to the All Day Industrial Class or School", 
submits the following conclusions for your consideration at this time. 

I. We believe: That the All Day Industrial School should aim first 
to reach and reclaim those boys and girls who have already left the 
regular schools through the aid of the Labor Permit, or other circum- 
stances. 

II. That the time has not yet come when it would be wise to trans- 
fer any relatively large number of pupils from the regular schools to 
the All Day Industrial School, for the reason that the problem of ele- 
mentary industrial and prevocational education has not reached that 
stage in its solution when it is clear whether it is wise to try to de- 
velop large separate schools for the purpose, or to provide adequate 
opportunities and facilities in the regular school organization for all 
pupils instead. 

III. Therefore, until this problem is fairly solved, that only a lim- 
ited number of pupils should be transferred, and these should include 
chiefly those who have lost interest in, and ceased to benefit by the 
regular schools. That in these cases the desire of the pupil and the 
consent of the parent be deemed essential in addition to the recom- 
mendation of the regular teacher. But that no pupil who is actually 
mentally defective should be so transferred. 



J 6 Outlines of Lessons 

In support of these conclusions the committee submits the follow- 
ing points: 

1. Those boys and girls who have already left the regular schools be- 
cause of the desire or necessity of earning wages, or because of loss 
of interest and failure in the regular school work, are the ones 
having the greatest need noiv, and the ones whom the State needs to 
reach and help at the earliest possible moment. They are in the most 
critical period of youth. They must now have such training and in- 
spiration as will lead them out of the so-called "blind alley jobs" into 
the ranks of steady and reliable, if not really skilled workers, or the 
last opportunity will have passed for most of them. The boy and 
girl who have left the regular school to work under a labor permit, and 
then lost or quit their jobs, should be brought back into school forth- 
with. The school system that neglects to do this, neglects a funda- 
mental duty. Where it is not done, those having the freedom of the 
street during school hours, because out of regular work, are not only 
obtairiiHg no benefit themselves from the school system, but tend to 
weaken the hold, oi the. school upon those still in attendance. Not 
only are they on the road to juvenile delinquency, but are apt 
leaders of other boys and girls still in school, but ready to leave un- 
der sufficient temptation. Moreover, we think it is well understood 
that the Continuation and Industrial School Law was designed and 
passed to rea:cli these particular boys and girls. No doubt the ac- 
tual scope of the law is much broader than this, but it would seem to 
be our duty first to solve the problem placed upon us by the primary 
intent of the law before making any large attempt to apply the 
broader interpretation. To apply the broader interpretation first, or 
too soon, is apt to result in neglect of the primary intent of the law.. 

2. Your committee believes the problem of prevocational and in- 
dustrial education, at least for boys and girls under sixteen years of 
age, is yet not only unsolved but that its solution is barely started 
and that the process is still very hazy in the minds of all concerned. 

Therefore it would seem unwise to transfer any considerable num- 
ber of pupils who are succeeding fairly, or even poorly, in the work, 
of the regular schools to the All Day Industrial School. It is nece.^-;. 
sary here only to point to the fact that in America society is not. 
organized under a caste system; that the boy is not necessarily to 
follow his father's and grandfather's occupation; that it is a mighty 
delicate and serious matter to try to predetermine the course of a 
boy's life. Even our vocational guidance schemes and plans are yet 
unmatured and relatively untried, while nearly all of the smaller 
cities have yet no trained people employed expressly /or the purpose of 
advising boys and girls and their parents, after careful investigation, 
regarding the choice of vocation. At least until something of this sort 
can be done, we have no moral right nor justification in advising any 
pupil who is not making an actual failure of his work in the regular 
school and traditional course, to make then and there the almost ir- 
revocable choice of an industrial occupation. It may be said that if 
the boy does not like the All Day Industrial School, nor succeed in it 



Institute of Teachers 17 

any better than in the regular school, he may be transferred back. But 
all teachers know, that once out of school, and especially having fallen 
behind classmates in the academic grades, there is very little chance of 
the city boy returning to successful work in the regular schools. In- 
dividual exceptions only prove the rule. Were adequate opportunity for 
industrial and prevocational training offered iii the regular school in 
parallel or optional courses, the boy could try himself out or experiment 
a little without sacrificing all the possibilities of the traditional school 
while trying to "find himself". 

Further, without in anyway belittling or disparaging the work already 
accomplished and being done in our industrial and continuation schools, 
the problems of what to teach and how to teach it, are yet unsolved. So 
far our work has been largely that of "promoting an idea" — the idea of 
industrial education; but what that industrial education shall actually 
be, or consist of, has not yet been determined to any extent nor with any 
degree of certainty. No one will claim, we think, that merely an in- 
creased amount of manual training, cooking, sewing, typewriting, etc., 
in a separately organized school constitutes industrial education, at 
least to the extent that justifies the transferring of any large number of 
pupils from the regular schools. It may sound presumptuous for your 
committee to say what industrial education is not, but we are certainly 
unable to say what it is, or should be, and it is not within the intended 
scope of this report to discuss it further except to express the belief 
that the problem and its solution has been placed by the law, squarely 
on the Industrial School organization. In other words, our Industrial 
School is called on to solve a problem that the regular schools have thus 
far failed to solve. Had the regular school organization met all the 
demands of the heavy burdens placed upon it — fulfilled the requirements 
of all the children — that is, provided real universal education, there 
would have been no need and no demand for a separately organized In- 
dustrial School. 

Therefore your committee believes that, for the present at least, the 
province of the Industrial School is to solve this problem — to determine 
what really constitutes industrial, vocational and prevocational educa- 
tion and training — to determine what to teach and how test to teach it; 
to discover and formulate an essential body of knowledge and course of 
training; and further, to develop a "body of teachers or instructors 
fully prepared to impart that knowledge, and to direct that course of 
training with reasonable success. 

To solve this problem placed upon it, a large school is not necessary. 
It even appears reasonable that under conditions now existing the 
problem may be solved more easily and certainly in a comparatively 
small, rather than a large school. This plan permits experimenting on 
the smaller number who have already left the regular schools, having 
everything to gain and nothing to lose, while leaving the large number 
undisturbed in the regular school where they may gain much and who 
have something to lose if transferred to a separate Industrial School 
still in the experimental stage. 



18 Outlines of Lessoxs 

When the industrial school has fairly solved this problem, it seems 
clear that this type of education should be incorporated in the regular 
school system in such a way and so accessible, that every pupil may 
secure it. or so much of its benefits, as may be necessary to enable him 
to "find himself", or to decide what his future trade or vocation shall 
be. 

The problem in its still larger aspects has been thus stated by Mr. 
Howell Cheney of the Connecticut State Board of Education: "The 
increasing age limit (of our child labor law) has thrown back upon the 
schools the product they have already failed with, while it brought no 
practical compulsion upon the schools to do more effective work with 
the oncoming generations and ever more heterogeneous races, creeds, 
traditions, and conditions. With an almost blind and sentimental con- 
fidence in the eflicacy of age, it did not point the w^ay to building up 
where it had torn down, nor acknowledge the responsibility for the sub- 
stituting of opportunity for restriction. * * * 

The result we see most often is that restriction has condemned a class 
of pupils to a school which has nothing to feed them with. The 
medicine has always been more school — ever more school of the same 
kind — and failure has fed upon failure with small attempt at fixing 
responsibility or insisting upon achievement. The wail of the two 
wasted years ending in blind alleys was laid at the doors of industry 
entirely, perhaps properly so, and a school blind alley or idleness was 
■substituted in its place. The opportunity to do the thing the boy or 
girl might do, and through the doing of w^hich only can he realize the 
incentives of achievement and reward, is being shut out. The defense 
has been that when the problem was put up to the school, it would find 
a solution. The raw material of the product was put up to the school 
in abundance, but not the means for handling it." 

Wisconsin has provided a possible means of solving this problem. 
When the solution has been found and approved, it will be time to de- 
termine on any large scale "what pupils shall be transferred to the All 
Day Industrial School." 

Mr. Cheney further says: "Can we seriously question that it is 
better to work out social experiments on a small scale before attempt- 
ing them as of uiiiversal application? The reply that you never will 
prove a principle which is meant for all until it is applied to all has a 
basis in theory, but you never can produce a product for all until you 
have created the tools to work with." 

When we have splved the problem on a small scale, and created the 
tools for its solution on a large scale, let us hope and believe that the 
conservative public and the still more conservative school boards will 
provide the means for handling the whole product either in the regular 
schools or in distinctly separate schools, as may appear best when the 
time comes. 

3. Your committee realizes that in limiting the transfer of pupils to 
those that have already failed or wholly lost interest in the work of 
the regular schools, it may be argued that this class of boys and girls 



IXSTITrTK (IF Tkac'hkks 10 

does not offer promising material either lor supplying the demands of 
industry or the building up of a strong school. 

The reply of course is that our chief purpose is not the service of 
industry, it is the service of boys and girls, and of citizenship. The 
regular school system having failed to meet the needs of these children 
whom the child labor laws have handed back to it, we take it that our In- 
dustrial Education laws were passed lor the especial benefit of these boys 
and girls, and so in as practical a way as possible, provide an educational 
substitute for the real work which they are forbidden to enter upon, ex- 
cept under specific conditions, at least under sixteen years of age. Prop- 
erly, it is an effort to stop failure at its source. "If a school is allowed to 
cover up its failures by passing them on to someone else to bury, it will 
surely do it." This is what the regular (traditional) school has done, 
largely perhaps because the authorities failed to provide the proper 
means, adequately, to educate and train this type to pupil. Now, the at- 
tempt is being made to provide the right kind of education for this type, 
and the material provisions are adequate and even liberal if we do not 
undertake too much- -that is, if we limit our efforts to those having the 
greatest present need. Shall we therefore allow the desire of industry 
for a better and higher grade of employee, and our desire to build up a 
large school more easily, to rule us in this case? Shall we transfer 
the more docile and pliable pupils from the regular school to the All 
Day Industrial School for this purpose, and then, as we would very 
likely do, neglect more or less the type of pupil we now have in these 
schools? In other words, shall our Industrial Schools fail with the 
same type of pupil that the regular schools tailed with, and shall we 
allow this school "to cover up its failures (also) by passing them on 
for someone else to bury?" On the other hand, if we hold the industrial 
School up to a strict accounting for a definite achievement, will it not 
more likely set its strength to meet the requirements? 

Further, we have believed that our regular schools have failed with 
these boys and girls because the work offered them was not of the right 
kind, and was not taught in the right way. Employers criticise the 
regular schools because the work provided is not practical nor thoroughly 
done. Certainly the opportunity is now possible to provide educative 
work that is more vital and purposeful to this type of boys and girls 
who have a distaste for school work as they k)ww it — boys and girls 
who are concrete-minded and so learn more easily by doing than by 
reading; who are retarded because they have never been awakened; 
or possibly, lack a certain kind of capacity-: 

Prof. Frank M. Leavitt, an authority on vocational education, says: 
"It has been customary to consider most of these children as some- 
what abnormal. May it not be that our general school methods appeal 
to one rather commonplace type of mind, albeit a type which is wholly 
praiseworthy and of great value to society, in that it can be counted 
upon to react in a definite and predetermined way to any given set of 
conditions or experiences, und that the boys for whom prevocational 
work is being urged, while different from the others, are nevertheless 



20 Outlines op Lessons 

quite as normal, frequently more interesting, and possibly of even 
greater potential value to society at large if their energies are directed 
into the proper channels? A study of these children may reveal such 
charming, lovable, human characteristics as to show that no reasonable 
effort on the part of society to save them for subsequent training and 
education is too great in the light of their potential worth. It is only 
as this human, personal element dominates prevocational (as well as 
vocational) work that such work fulfils its true mission. 

"These children are strongly individualistic and do not easily adjust 
themselves to the "system"; therefore the system must be adapted to 
the several individuals. These individuals need the fundamental "book 
subjects" as much as the others, and if the "bookish" way of teaching 
does not make its appeal strongly to these children the problem is to 
vitalize such work by devising other methods, and by accepting new 
standards of attainment, not necessarily lower than, but at least dif- 
ferent from, those by which school work is generally measured. 

"It is not so important that these pupils learn certain prescribed 
facts as it is that they gain a desire to learn something. What that 
something is, does not matter so much in the beginning, and so more 
attention should be given to developing individual differences than to 
securing uniformity. 

"It is not necessary that all become interested in the same studies, 
but it is fundamentally important that each one becomes intellectually 
active — vitally and dynamically interested — in soyne of the school 
work; so much interested that the whole scheme of education takes on 
new meaning and becomes a genuine pleasure." 

Your committee believes, therefore, that any teacher in our Industrial 
Schools who considers these children unredeemably bad, incapacitated, 
or so called "boneheads", is a menace to the success of the experiment. 
With our Boards of Industrial Education composed of practical men — 
employers and employees, with sufficient proper equipment, or the 
means to buy it, and also to pay the right type of teachers when found 
or developed, these schools should succeed in saving both to society 
and industry most of . the too large number of failures which "the 
regular school has passed on to someone else to bury." If the Indus- 
trial School also passes them on, and industry cannot use them, and 
both persist in calling for the docile boys who readily and unresistingly 
conform to "the system", then must we not conclude — well, what must 
"we conclude? 

In submitting this report, the committee does not in any way under- 
estimate the purpose and possibilities of our Industrial Continuation 
school system. Instead, we heartily endorse the organization, aim, and 
work thus far accomplished. It is because we realize their great po- 
tential value in solving an important and difficult educational problem, 
and in vitalizing the whole educational system of our state, that we 
believe in holding the organization to a definite, limited achievement. 



Institute qf Teachers 21 



Topic 2. 
INTERIOR WIRING. 

Twenty-four Lessons 

J. O. Steendahl, Menomonie, Chairman, 

LeRoy Schaefer, Wausau. 

B. A. Marcell, Chippewa Falls. 

In presenting this course the committee wishes to call attention to 
the purpose and time element. The committee has made an attempt to 
organize a number of practical interior wiring jobs, into twenty-four, 
two hour lessons. This course includes many of the common and usual 
wiring experiences that confront the average man. The work can be 
handled in the ordinary school shop, laboratory, basement, attic or cor- 
ridor. The tools, equipment, and material necessary for the successful 
handling of a class in interior wiring, need not be extensive. Parti- 
tions, floor and ceiling joists, can be erected and the work carried on in 
a realistic manner. 

The lessons are simple and do not involve complicated connections. 
Most of the lessons can be completed in one two-hour period, if the work 
is carefully planned and the necessary preparation made before class. 
The student will not gain a great amount of skill in any one or several 
operations, but will acquaint himself with a number of practical and 
everyday methods in interior wiring. 

The first few lessons deal with the theory of electricity and are given 
in order that the student may gain some knowledge of the fundamental 
principles of magnetism and electricity. The committee recommends 
that the work should at all times be based on the National Electrical 
Code Rules, copies of which may be secured in quantities, and placed 
in the hands of the members of the class. The course can be used in 
full or in part, more time can be placed on any phase desired, and other 
units omitted. Talks on safe and proper methods, conduct, first aid, 
and resuscitation should be given from time to time as the work pro- 
gresses, and the last lesson given to a review of such topics. 

1. Fundamentals of magnetism and electricity, 
(a) Magnetic Fields. 
Natural 
Artificial 
Polarity 
Fields 
Lines of Force 



22 Outlines of Lessons 

Experiments with the bar and horse-shoe magnets, iron filings, 
etc., can be made before the class. Use soft iron core (washer) 
to show method of strengthening field of magnetism. 

2. Cells and Currents. 

(a) Essentials of construction. 

(b) Action of cells. 

(c) Necessity of complete circuit for current. 
Demonstrations by instructor followed by experiments by stu- 
dents. 

3. Circuits. 

(a) Wiring bell. 

(b) Drawing diagram. 

The simple methods of wiring one, two or more bells with dif- 
ferent controls can be taught by laying out the different systems 
on table top, floor, or panel. . Draw the wiring diagrams of each, 
using proper conventional symbols. 

4. Currents, (cont.) 

(a) Magnetic. 

(b) Inductive , 

(c) Use of dynamo. 

Talks and demonstrations illustrating the production of cur- 
rents. 

5. Joints and Connections. 

Splices, soldering, and taping. 

Demonstrations in the different methods and discussion of 
tools and material. 

6. Underwriters' Rules. 

A study of the inside wiring rules in brief. 

7. Simple Wiring. 

(a) Planning layout. 

(b) Boring holes. 

(c) Running leads. 

Partitions, floor and ceiling joists, should be erected before 
class. Some important points to be considered are knobs, tubes, 
insulation, stretching, rules governing the work. 

8. Rosette and Pendant. 

Each student should locate, wire, and complete pendent. 

9. Pendent Switches. 

10. Simple fixture with push button. 

11. Simple wall bracket. 

12. Floor and wall receptacle — Flush surface. 



Institute of Teachers 23 

13 and 14. Three way switch. Draw diagram first and wire regular 
switch. 

15. Electrolier. Secure a wired fixture, examine ' wiring, and install 
complete fixture. 

16 and 17. Switches, cutouts, and fuses. A panel of several types couid 
be mounted and wired. 

18. Exposed wiring. 

19. Moulding wiring. 

20 and 21. Flexible cable work. 

22 and 23. Conduit work. 

24. Cautions, resuscitation, first aids. 



RULES AND REQUIREMENTS OF THE NATIONAL BOARD OF 
FIRE UNDERWRITERS FOR ELECTRIC WIRING. 

For CoNCEAi.En "Knoh and TrrsE" Work. 

Wires must liave an approved rubber insulating covering (Type let- 
ter R. S.). 

Must be rigidly supported on non-combustible, non-absorptive insu- 
lators which separate the wire at least one inch from the surface wired 
over. Should preferably be run singly on separate timbers, or stud- 
ding, and must be kept at least five inches apart. 

Must be separated from contact with the walls, floor timbers and par- 
titions through which they may pass by non-combustible, non-absorp- 
tive, insulating tubes, such as glass or porcelain. Wires passing 
through cross timbers in plastered partitions must be protected by an 
additional tube extending at least four inches above the timber. 

Rigid supporting requires, under ordinary conditions, where wiring 
along flat surfaces, supports at least every four and one-half feet. If 
the wires are liable to be disturbed, the distance between supports must 
be shortened. 

At distributing centers, outlets or switches where space is limited and 
the five-inch separation cannot be maintained, each wire must be sepa- 
rately encased in a continuous length of approved flexible tubing. 

When in a concealed knob and tube system, it is impracticable to 
place the whole of a circuit on non-combustible supports of glass or por- 
celain, that portion of the circuit which cannot be so supported must 
be installed with approved metal conduit, or approved armored cable, 
except that if the difference of potential between the wires is not over 
300 volts, and if the wires are not exposed to moisture, they may be 
fished if separately encased in approved flexible tubing, extending in 



24 Outlines of Lessons 

continuous lengths from porcelain support to porcelain support, from 
porcelain support to outlet, or from outlet to outlet. 

When using either conduit or armored cable in mixed concealed knob 
and tube work, the requirements for conduit work or armored cable 
work must be complied with as the case may be. 

Must at all outlets, excepts where conduit is used, be protected by ap- 
proved flexible tubing, extending in continuous lengths from the last 
porcelain support to at least one incla beyond the outlet. In the case of 
combination gas and electric outlets, the tubes must extend at least 
flush with the outlet ends of gas caps, and if box or plate is used, gas 
pipes must be securely fastened into the outlet box or plate to secure 
good electrical connection. 

When the surface at any outlet is broken, it must be repaired so as to 
leave no holes or open spaces at such outlet. 

FoK Fixture Wokk. 

Wires must not be smaller than No. 18 B. & S. gauge, and must have 
an approved rubber insulating covering. (See No. 55). 

In wiring certain designs of showcase fixtures, ceiling bulls-eyes, and 
similar appliances in which the wiring is exposed to temperatures in 
excess of 120 degrees Fahrenheit (49 degrees Centigrade), from the heat 
of the lamps, approved slow-burning wire must be used. All such forms 
of fixtures must be submitted for examination, test and approval before 
being introduced for use. 

Conductors, and especially the splices to fixture wires, must be kept 
clear of the grounded part of gas pipes, and where shells and outlet 
boxes are used, they must be made sufficiently large to allow the ful- 
fillment of this requirement. 

Must, when fixtures are wired outside, be so secured as not to be cut 
or braided by the pressure of the fasteners of motion of the fixture. 

Wires of different systems must never be contained in or attached to 
the same fixture, and under no circumstances must there be a difference 
of potential of more than 300 volts between wires contained in or at- 
tached to the same fixtures. 

The tools necessary for electrical work are a good claw hammer, side- 
cutting pliers, saw, brace (corner brace preferred), set of bits, pocket 
knife, screw drivers (large and small), folding rule, and blow torch. 

If the work is gone into extensively, more tools will be necessary, and 
may be used as needed. 

All joints and splices should be both mechanically and electrically 
perfect. 

See models for splices, joints, taping, tying knots, and supporting 
wires and knobs. 

In making splices remove insulation (see model) scrape wires bright. 
Twist together, solder, and tape to original thickness of insulation. 

All joints must be soldered and taped. 



Institute op Teachers 25 

Carrying capacity of wires, B. & S. gauge. 

No. 8 — 33 amperes, use for main circuits and power circuits. 

No. 10^ — 24 amperes, use for maiii circuits and power circuits. 

No. 12 — 17 amperes, use for brancli circuits. 

No. 14 — 12 amperes, use for brancli circuits. 

No. 16 — 6 amperes, use for drop liglits, etc. 

No. 18 — 3 amperes, use for drop liglits, etc. 

The last two are to be flexible stranded lamp cord, and the first four 
of the above, are to be of solid wire of approved type. 

Flexible fixture wire not smaller than No. 18 is to be used in wiring 
fixtures; a branch circuit of No. 14 wire may carry 24 16 c. p. lamps on 
a 110 V. circuit, each lamp to consume Y2 amperes, or the load on each 
circuit must not exceed 1,320 watts. 

Use 10 amperes fuse plugs in main switch. 

Use 6 ampere fuse plugs in branch circuits. 

Use solid knobs for supporting the ends of wires. 

Use split knobs for supporting wires in straight runs. 

Tie knots in lamps cord, in the sockets, and rosettes so as to remove 
strain from the set screws. See that the insulating brushing is in all 
receptacles. 

See that all strands of lamp cord are twisted toget^her under set screw, 
allow no stray strands to escape to form short circuits. Connect all 
switches so that the blades are on the "dead" side of the circuit. 

All wires must be stretched tight and all work must be done in a neat 
and workmanlike manner. 

Diagrams of all work must be made and submitted to the instructor, 

Students should review and be able to diagram all bell circuits for 
house purposes on demand. 



26 Outlines of Lessons 



Topic 3. 

THE CORRELATING OF INDUSTRIAL AND ACADEMIC 

WORK. 



Hannah Brunstad, Wausau, Chairman. 

Gertrude L. Brandt, La Crosse. 

Edith Scott, Oshkosh. 

The correlation of Industrial and Academic work is a problem indeed 
and one that must be solved by each instructor. All year I have been 
screeping along — feeling, as it were — that I might not emphasize too 
markedly the necessity of the maintenance of a "Household Budget" 
where small incomes and large families go hand in hand, and thus gain 
the ill will of the students at large. It has been my observation that 
such is the result where conditions mentioned exist, if assistance prof- 
fered is not tactfully disguised. 

The need of correlation has been so apparent, having only two hours 
a week for academic work for each girl, that I have used the "House- 
hold Budget" for the basis of "Correlating Industrial and Academic 
Work." 

Beginning with a family, given income, we proceeded to divide it in 
good proportions, into amounts necessary for food, shelter, clothing, 
fuel, etc. In establishing a definite per cent of income to be expended 
for each item, letter writing, banking, bookkeeping, English, spelling 
and industrial geography are all involved. It is my idea we could not 
hope to correlate further. 

Perhaps this suggestion of a Household Budget is not exactly what is 
meant by "Correlating Industrial and Academic Work" but for our con- 
ditions here, it is my only solution. 

Gertrude Brandt. 

The correlation of Industrial and Academic work is a feature of our 
work which is of the utmost importance. To make any work really 
effective, it must be based on work in which the girls are vitally in- 
terested and at a time when they are interested. It is not my idea 
to prepare a series of lessons, but rather to set forth at what points 
there should be correlation and in what ways it may be brought about 
with a few recommendations. 

Cooking and sewing are the two industrial branches that we teach 
to all the girls. The problem then is: what is there in the cooking 
and sewing that we can correlate with their English, their arithmetic, 
their citizenship? To facilitate matters let us first discuss the relation 
of cookery to English. In what ways can we improve their spelling. 



Institute of Teachers 27 

how can we correct grammatical errors, increase their vocabulary and 
general information? 

What these girls need in spelling will be the words used i» ordinary, 
every day life. They need to know how to spell the names of the uten- 
sils used in their work, the grocery supplies, the terms used in cookery. 
Every cooking class should be a spelling class. In each of my classes 
I have a list of ten words on the board. These words are taken from 
the recipes and methods used that day in cooking. For instance if we 
have a gingerbread lesson the words on the list that day would be: 

gingerbread butter 

cloves sour 

cinnamon sifted 

molasses ingredients 

general soda 

These words are on the board before the pupils during the cooking 
class. They are seeing and learning these words, knowing that when 
they are through cooking we will have a spelling test. Sometimes I 
divide the class in two groups and spell orally, using the "spelling 
down" method. This spirit of competition helps wonderfully. Other 
times we write them, giving me a chance to observe and suggest im- 
provements in penmanship. This list of ten words is kept by each 
pupil from week to week in a notebook. The words are entered in the 
notebook, using their very bett penmanship. It furnishes an oppor- 
tunity to observe progress in penmanship in a measure. Every oppor- 
tunity that allows us to review these words is made use of. In a few 
months time nearly every word used in cookery and buying of grocery 
supplies is pretty well learned. 
Some other spelling lists: 

From the oatmeal gruel lesson: oatmeal, grocer, proteids, carbohy- 
drites, temperature, medium, raisins, dates, housekeeper, cleanliness. 
From cottage pudding: 

cottage mixture 

bake pudding 

gradually vanilla 

perfect cornstarch 

cream extract 

From salad lesson: 

vinegar pepper 

salad walnuts 

dressing bananas 

mustard fruit 

cayenne thoroughly 

From cookie lesson: 

nutmeg desired 

hermits except 

beaten chocolate 

cookies lard 

dropped sugar 



28 Outlines of Lessons 

These words may seem simple, but they are the words most frequently 
used and the girls do not know how to spell them. For the more ad- 
vanced pupils I give more difficult words. Every girl is expected to 
learn the simpler list of words, then if she has time she learns to spell 
the second list. It is quite surprising to find how eager they are to he 
able to learn the more difficult words. 

We have cooking text books from which we read. The object to be 
gained here is threefold. They get the benefit of the reading, they gain 
a knowledge of food and cookery from the printed page and they are 
to express what they read in their best English. As time is limited I 
often assign certain paragraphs to different pupils and hold each girl 
responsible for the paragraph assigned her. In this way she gets a 
small part well and there is a feeling of satisfaction on the part of the 
girl when she feels that she has done it satisfactorily — even though it 
be a small part. 

There are so many foods used in cookery that can be studied with 
profit — not only foods, but cooking utensils as well. In every class 
there are girls who are more advanced than others, so to these girls 
can be given special topics. They read up on these topics, both from 
the books we have in the schoolroom and those from the library which 
is conveniently located just across the street from our school. I have 
taken the girls to the library and with the cooperation of the librarian 
have instructed them how to use the library, how to find material on 
their topics, etc. Some of the things they are asked to report on are: 
spices, tea, coffee, chocolate, fruits, adulteration of foods, meat, nuts, 
fish, eggs, baking powder, soda, aluminum cooking utensils, enameled 
ware, tin ware, china, porcelain, etc. The topics not only of value to 
the girl who works it up, but to the members of the class who listen to 
her report as well. When the report is given, we have a review of it 
by others in the class to see just how much they have gotten from the 
topic. This offers another opportunity to express themselves in good 
English. 

We like to learn spicy quotations which have a bearing on our work. 
When the girls serve what they have prepared in the cooking class, 
we discuss the gentle art of table manners, so "we may behave man- 
nerly at the table; at least as far as we are able." Manners, refine- 
ment, and rules of good breeding may be discussed with profit to all. 
I have what we choose to call familiar talks in our classes and use 
this means of conveying that phase of cultural knowledge known as 
table manners. Our first rule in social customs is to do nothing that 
may be disagreeable to others. We find few conventionalities are arbi- 
trary. Most of them are reasonable and many are so just as to be 
binding on all lovers of decency and health. We want to hold before 
the pupils continually the good that they are doing when they are fur- 
nishing wholesome food. The girl in the cooking class learns to pre- 
pare dishes whether she cares for them or not so she may be able to 
serve others. Deference to the wishes of others is unselfishness. The 



Institute op Teachers 29 

girls get the value of experience, the cultivation of judgment, and the 
development of the power of invention. Cookery is or should be an 
exact science. Accuracy in one's work leads to accuracy in thought, 
word and action which is simply truthfulness. Being courteous to- 
wards one another is encouraged. These girls object to being made to 
do things, but they are easily appealed to and lead. We can do much to 
cultivate womanly virtue and intellectual stature. We can arouse self 
respect, self reliance and self control. 

Then as to their practical arithmetic. What these girls need in 
arithmetic is that knowledge which will enable them to handle money 
so they will know if they are getting the right change in their buying. 
Very few of them if any will ever have anything to do with partial pay- 
ments, stocks and bonds, etc. We need to give drill in the tables so 
they can use the combinations readily. They need to know the frac- 
tional parts of the dollar. They need practice in making change. They 
should acquire the habit of keeping posted on the prices of food sup- 
plies, articles of wearing apparel, etc. I have a list of prices posted 
and each week we change the prices as we find necessary. It is inter- 
esting to note the changes in prices during the month or season. We 
get these prices from the different stores and meat markets in the city. 
The girls get the prices from the stores where they get most of their 
home supplies. We find prices vary at different stores so we keep records 
of the highest and lowest prices, then when possible compare the mater- 
ials to see if the cheapest sitore is actually cheapest. When we consider 
value received we find that sometimes the cheapest store is the most 
expensive. Then the bills from the stores are gone through to see that 
they are correct. We occasionally find mistakes in adding. The girls 
compare the articles delivered with the bill to see that we get all we 
are paying for. We often plan meals and together work out the 
amounts of materials needed in preparing the meal then with our price 
lists to aid us we figure out the actual costs. We sometimes serve the 
meals that we plan. In the sewing work this idea of figuring out costs 
can be worked out in like manner. 

Personal hygiene and cleanliness are taught in every cooking class. 
In fact it would be difficult to teach a cooking class without bringing 
in the element of cleanliness and sanitation. 

Hanna S. Brunstad, Wausau. 

The question of the correlation of academic and industrial work in 
our continuation school seems to resolve itself into this:. Can we have 
a series of lessons that meet the requirements of — 

(a) Subject matter. 

(b) Correlation. 

(c) Prescribed time. 

Looked at from all sides it is certainly a complicated problem and 
one that it is practically impossible to work out satisfactorily in every 



30 Outlines of Lessons 

way and at all times. Two methods, however, present themselves by 
which we can bring the major portion of our lessons to meet these re- 
quirements and perhaps we can content ourselves with serving the left 
overs as a sort of intellectual hash to be devoured without much regard 
to the nature of the ingredients. 

In both of the methods I have in mind the academic work is to 
be grouped around some feature of the industrial work as a base, but 
by one method we will take for the industrial feature some large unit 
such as Furnishing a Room, Meats and their Substitutes, etc., and with 
this as a central idea plan a group of lessons giving the attention in 
one lesson more to civics, in another to arithmetic, etc., abandoning 
the time limit for each subject in the single lesson, but considering it 
in the group. The other method is to take some simpler features of 
the industrial work as centers of a series of unit lessons, in each of 
which the subject matter of the various academic branches correlates 
with the central industrial idea and the time limit is observed in every 
lesson. 

. The first method gives greater freedom and is in some ways prefer- 
able, but the second seems more satisfactory when it can be worked out. 

Whatever method is adopted the first step must be a classification 
of the essentials in each branch and a tracing out of the relations be- 
tween these essentials and the main points of the indvistrial work. At 
the same time we must take into consideration the amount of material 
that can be utilized in the few moments at our disposal. 

In preparing this classification we find that some essentials do not 
lend themselves readily to correlation having no common meeting 
ground with the industrial work. One instance is the necessary drill 
work in English or arithmetic, another certain phases of the work on 
safety, another civic facts such as elections, process of making laws, 
etc. 

Other essentials, however, correlate with each other and with the 
industrial work so well that we are able to round out a complete les- 
son or series of lessons that move so smoothly from topic to topic that 
the transition is hardly noticed. 

Below is given a classification of some topics in the various academic 
branches that will correlate readily with different features of the in- 
dustrial work. 

English: 

Origin and properties of foods. 

Serving. 

Preparing foods. 

Serving problems. 

Care of a room. 

Furnishing a home. 

Renting and building problems. 



Institute of Teachers 31 

Arithmetic: 

Division or multiplication of recipes. 
Household accounts. 

Personal Accounts: 

Furnishing a home. 

Computing amount and cost of material for clothing. 

Hygiene: 
Cleanliness, 

Utensils, 

Food, 

Rooms, 

Person, 
Care of, 

Cuts, 

Burns. 

Punctured wounds, 

Contagious diseases. 

Civics: 

Pure food laws. 

Sanitary laws. 

Sweat shop w ork. 

Inspection of weights and measures. 

Safety : 

Fire and gas dangers. 

Poisons. 

Improperly prepared foods. 

Harmful drinks. 

Sweat shop diseases. 

Flies and other vermin 

From a classification like the above a series of unit lessons may be 
worked out in each of which the industrial work is the dominant sub- 
ject and the others adjust themselves harmoniously to the keynote 
struck there. For instance the cooking lesson may be the preparation 
of some dish and the serving it to the class. Taking this as the center 
of correlation we may work out such an academic lesson as the follow- 
ing: 

English : 

(a) Reading lesson on some ingredients of the dish; method of 

serving or table manners in relation to this dish or meal. 

(b) An oral discussion of one or more of above topics. 

(c) Written directions for laying table. 



32 Outlines of Lessons 

Arithmetic: 

Amount of various ingredients of dish needed for varying numbers 

of guests. 
Cost of disli for various sized families. 

Hygiene: 

Analysis of dish for food elements with lesson on digestive juices 
and their special functions. 

Civics: 

Purity of ingredients of dish; how secured or known, leading to 
discussion of some phase of pure food movement. 

Safety: 

Effects of improperly prepared foods or harmful drinks or some 
similar related topic. 

When handling a series of topics as given above the chief difficulty 
is keeping within the time limit and one usually finds oneself left with 
a subject or two untouched; if, however, the lesson has been prepared 
with an eye to the future these subjects may be utilized in the follow- 
ing lesson but the time limit has been broken. 

It looks very easy to prepare a unit lesson as given above and it is, 
but difficulties multiply as we proceed because of the limited points 
of contact in some subjects. English has an unlimited number but in 
the other subjects we soon find ourselves at the end of our resources, 
and doomed to undue repetition or a break in the correlation. This, I 
think, is in inevitable and if the ideal is a series of closely correlated 
unit lessons covering all branches, we shall reach it less than half the 
time. 

If, however, we adopt the other method series of group lessons may 
be prepared in which the correlation is not so close and the time limit 
more flexible. Nevertheless even with the greater latitude allowed, 
some drill work and some instruction must be given that is unrelated 
to the industrial work. This does not seem to me to be a very serious 
matter. The drill work may accompany any lesson while the unre-" 
lated instruction may be grouped in a series of lessons in which the 
idea of correlation is abandoned to be taken up again when this par- 
ticular feature of the work has been completed. 



Institute of Teachers 33 



Topic 4. 
THE VALUE OF SLIDES IN INSTRUCTION. 



Cora J. Zinkgraf, Mihvankep, Cliairman, 

Manola Cham'nrrlain, So. Milwaukee. 

Mildred Alexander, West Allis. 



Anything that will make instruction more defmite, that will accom- 
plish the desired results in a shorter period of time and make them 
more lasting, is worth while. Both children and older people remember 
facts brought to them through personal cbservation or pictures hetter 
than in any other way. A picture tells more in a shorter period than 
could words, consequently, time is saved. For these reasons we feel 
that slides are of great value in instruction. 

Since last S&ptember our plan of study in the Milwaukee Continuation 
Schools has been changed. Instead of having a special teacher for 
academic work, this instruction is given in the sewing class by the 
teacher who has the same pupils in both cooking and sewing. This 
provides for the English and Arithmetic phase of the state law, while 
the Hygiene and. Citizenship requirements of the law are met in the 
fifteen minute assembly period, during which time these subjects are 
covered in brief talks with the aid of the stereopticon. 

The value of slides in instruction is being worked out — many favor it, 
while many object to it. Of course, there are things to be said on 
both sides of the question, however, if slides are to be a success any- 
where, certain things are essential, namely: All paraphernalia must 
be in working order so that no time will be wasted and so that the 
pupils will not become restless; the pictures must be clear and to the 
point; there must never be more pictures than the pupils can grasp 
during the short period of time; and the teacher in charge must put 
enthusiasm into what he says and make these practical subjects so 
interesting that they will go straight home to the pupils and make them 
desire to put into practice the lessons learned. 

Right here it might be wise to speak of moving pictures in connec- 
tion with this work. Not having used films in our work I cannot speak 
from experience, but from observation, and conversation with those who 
have used them 1 should conclude that films are not so certain as slides. 
They are more expensive, harder on the eyes of the pupils, and afford 
but little if any opportunity for a talk in connection with the pictures, 

3—1. T. 



34 Outlines of Lessons 

since they work too fast, consequently, .we believe them to be of less 
value in the work than slides. 

A good stereopticon may be purchased from the Bausch & Lomb Op- 
tical Co., Rochester, N. Y., for about forty dollars. This machine will 
not only project slides, but postcards and pictures as well. There are 
no carbons to adjust since the light is furnished by a nitrogen incan- 
descent lamp. 

We have undertaken this work in the Milwaukee Continuation 
Schools and what has been accomplished might easily be done in other 
schools. 

As has been stated, we devote fifteen minutes each half day to these 
talks, having all of the pupils (the boys and girls separate) gather 
in an assembly. The ground covered is along the lines of Sanitation, 
Hygiene, Citizenship and Safety. Most of the slides used are given 
to us or loaned. The material for talks comes from various sources, 
much being obtained from the daily newspapers. 

The plain of' lessons which we, in Milwaukee, have used was begun 
last September, the first talk being on The City Waterworks and Flush- 
ing Tunnel. The chief object in bringing this subject to the pupila 
was to show the decrease in the number of typhoid fever cases in Mil- 
waukee due to the fact that hypochloride of lime had been put into the 
drinking water. Another object was to furnish general information, 
also to have pupils ready to respond willingly and intelligently to' any 
orders issued by the Health Department. The slides used in this talk 
were made from prints in the annual reports. They cost forty cents 
apiece, and were made by Mr. August Gundelach, photographer, Alham- 
bra Building, Milwaukee. 

The second talk was on Citizenship, the object being to teach the 
pupils that a true citizen regards the rights of others. 

Next we began a series of talks on Safety. The railroads gave us 
slides on Railroad Safety, the object being to teach carefulness at sta- 
tions, crossings, etc. Should slides be desired they may ''oe obtained 
by writing Mr. A. W. Smallen, Chairman, General Safety Committee, St. 
Paul Railroad, Chicago, also Mr. R. C. Richards, Central Safety Com- 
mittee, Northwestern Railroad, Chicago. 

Street Car Safety was then taken up, the slides being furnished us by 
the T. M. E'. R. & L. Co. These slides would be appropriate for any 
community having street car or interurban service and may be gotten 
by writing Mr. Charles Lamb. 

Automobile and Elevator Safety made an interesting subject. There 
were several newspaper clippings on both kinds of accidents read to 
the pupils, which furnished amazing information, for they had had no 
idea of the great number of auto accidents in our city alone. 

The Safety talks were followed by a series of talks on Tuberculosis. 
The first one of these gave general facts, among them being the four 
danger signals and the four life savers. Tuberculosis slides may be ob- 
tained from the Anti-Tuberculosis Association by addressing Mr. Theo- 



Institttte of Teachers 35 

dore Werle, Milwaukee, Wis. This general talk also emphasized the 
great number of people who are victims of the disease. "The Germ" 
was an interesting subject since the slides clearly showoc' the havoc 
worked by the bacteria. 

A series of stories telling of tuberculosis in Milwaukee and the vi- 
cinity, with pictures illustrating the carelessness on the part of families 
who were fighting the disease, taught .h good lesson. The pupils 
were told of a certain Milwaukee family where babies were allowed in 
a close room with a seventeen-year-old boy dying of tuberculosis. It 
made the girls shudder to think of the danger to those babies and I 
fully believe that most of them now know enough to keep well people 
away from a sickroom. 

The State Sanitorium, admitting people in the early stages of the 
disease, with its location, cost of treatment, etc., was explained. Also 
home treatment after leaving the sanitorium was emphasized. 

One of the most interesting phases of this subject was that of Fake 
Cures. Emphasis was laid upon the absolute misrepresentation of ad- 
vertisements thrown in at the doors. Pupils were warned never to 
waste a cent on quacks and were told to consider "wonderful testimo- 
nials" as positive lies. 

The amusement problem is always an important one. Many of our 
pupils go to public dance-halls which often means their downfall. Be- 
cause of this, we have tried to advertise the social centers, directing at- 
tention to their attractive features so that the young people would 
rather go there and be considered respectable. It seems to me that 
the social centers are doing a great work and ought to be established 
wherever there is a public school. Slides were obtained from Miss 
Enderis of the Social Center Department at the Board of Education 
Headquarters, 10th and Prairie Streets, Milwaukee. 

First the social centers in generel were taken up. There are eight 
in the city, all established in public school buildings. The membership 
requirements, age, methods, courses, recreation, etc., were explained and 
the slides proved to the pupils the enjoyable times they might have 
by attending. 

Child Welfare work constitutes the 'basis of the series of talks that 
are now being given. Many people do not know how to care for babies, 
which is the chief reason for the high infant death rate. Th^ work 
being done by the Child Welfare Division of the Milwaukee Health De- 
partment is being carried on in the four most congested districts of 
the city. Certain physicians and nurses devote their entire time to 
this work. Classes are held for mothers as well as for children, called 
"Little Mothers," a three-year course being offered. The siiujoct cov- 
ered by the Child Welfare Division is the work that we have been 
giving our pupils. 

The first talk was on a list of thirty-five "Don'ts" to babies. Each 
girl received a copy of tbese to take home. Milk Modification and 
Pasteurization was expls.tned. next andl a formula for infant feeding 



36 Outlines of Lessons 

was given; also the care of bottles, sterilizing, etc., was dwelt upon. 
Papers on all of these subjects are distributed at the end of eacli talk 
so that the mothers may be helped. 

Babies' Bones was an interesting subject, for the girls wete made to 
realize that a child's body may be made almost any shape, due to the 
softness of the bcnes. The importance of the care of the spin? was 
emphasized. 

Other subjects were: Ventilation, Simple First Aids for Cuts, 
Bruises, Burns, Clothes on Fire, etc., Proper and Improper Food for 
Babies (This was especially interesting and amusing since many of our 
girls know that the babies in their homes live on sauerkraut, sausage, 
beer, etc.), Baby's Bed (it must be comfortable since a baby spends 
nearly three-fo'urths of its time sleeping), Baby's Bath, Dressing the 
Baby, Preparation for the Night and Baby's Outing. These subjects 
complete the Child V/elfare work. 

During the remaining months of this school year we expect to have 
talks on the Cleaning up of Yards and Gardening. We hope to get 
slides for this purpose from Dr. Peaslee of the i\Iuseum, 10th 
and Grand Ave., Milwaukee. They may also be obtained by writing 
the Agricultural Department at Madison, or the Superintendent of 
Documents at Washington, D. C. We hope to induce people to have 
gardens which will not only supply their own tables, thus aiding the 
health and finances of the family, but perhaps, also enable them to sell 
garden truck, consequently, interesting them in something worth while. 

Talks on the House Fly will follow later in the spring. The Univer- 
sity Extension Division at Madison will furnish slides. 

We have been promised a set of slides on The Meat Packing Indus- 
try, by Mr. C. B. McLenegan, public librarian in Milwaukee. These pic- 
tures will supplement our cooking work and will be very interesting 
to both pupils and teachers. 

After having had almost a school-year of experience with slides, I 
will say in conclusion that I believe them to be of great value in in- 
struction and I should not hesitate in advising any of our schools to 
try this short-cut to practical knowledge. 

Miss Alexander of West Allis and Miss Chamberlain of South Mil- 
waukee, the other two members of our committee, will now present a 
series of subjects which might be used, or which might suggest others 
better adapted to the requirements of the different lo'calities. 



Institute of Teachers 37 

USE OF SLIDES IN INSTRUCTION. 
Manola Chamberlain, South Milwaukee. 

If two or three neighboring cities were to order one set of slides 
which would be of interest and benefit to all, — the price would be so 
reduced as to allow a much larger variety of pictures, and each school 
would have the use of two or three sets of slides instead of only one. 
Milwaukee, West Allis and So. Milwaukee,— or Chippewa Falls, Eau 
Claire and Menomonie could easily do this. Here, my friends, is a 
mighty good chance for each and every one of us to cooperate with our 
fellow workers in other Industrial and Continuation Schools of the 
state, — a chance for which all of us are looking. 

Mr. Gundelach, a photographer whose studio is located in the Ala- 
hambra Building, 4th St. and Grand Ave., Milwaukee, makes very fine 
slides at the reasonable price of forty cents each. His work is very 
satisfactory. 

A few topics which I think would be of interest to any community, 
and which could be easily taught by the use of slides are: 

1. Gasoline, kerosene and gas stoves — their use and abuse, — Dangers. 

2. Juvenile Courts, Industrial School, Detention Home, and other 

interesting public buildings. 

3. Safety — show right and wrong ways to work about machinery — 

also the General Orders on Safety, — a bulletin of this title con- 
taining some very clear cuts may be obtained from the Indus- 
trial Commission of Wisconsin. 

4. City Government and General Geography of the home town of the 

children — two things of which many school children are in al- 
most total ignorance. Show how the town fits into the county, 
the county into the state, and the state into that wonderful thing, 
— the United States. 

5. Talks about Special Days. 

(a). Washington Birthday. 

(b). Memorial Day — get pupil acquainted with the main facts 
of the Civil War. 

(c). July 4 — get pupil acquainted with the Revolution War. 
(This could be given as a special treat the last day of 
school.) 

(d). Thanksgiving and Christmas talks would be very interest- 
ing, but as they are both taught in the churches and our 
school time is so very limited they could easily be left out. 

6. Lives of Great Men and Women, — especially those who began at 

the bottom and worked their way up the ladder of fame. 

7. Dust and Its Danger. 

8. Wheat and the Manufacture of Flour — the Washburn-Crosby Co. of 

Minneapolis issue a pamphlet entitled "The Wheat and Flour 
Primer." 



38 Outlines of Lessons 

9. Wounds — proper way to care for the wounds to which we fre- 
quently pay little attention — the danger of neglecting such 
wounds. The Industrial Commission has pictures and statistics 
on this subject. 

10. July 4 Accidents and Their Prevention — almost any "Sane Fourth" 

Committee, especially those of larger cities will gladly loan ma- 
terial on this subject. 

11. First Aid — Johnson and Johnson get out a very good book en- 

titled "The First Aid Manual" the price of which is 25 cents. 
Address — Johnson & Johnson Co., Publication Dept., New Bruns- 
wick, N. J. They also get out literature on this and other sub- 
jects which I have found very helpful. Among these are, — 
Contagious Disease Bulletin. 
Handbook of First Aid. 
First Aid Study Schedule. 

Bulletins 29, 39. 40, 43, 48, 56, 57, 38, 18, 44 A. 
Many of these cnotains cuts which would make good slides. 

The First Aid Dept. of the American National Red Cross pub- 
ish an interesting pamphlet called the Catalogue of First Aid 
Books and Supplies. They also publish "The American Red 
Cross Abridged Text Book on First Aid — General Edition — price 
33 cents. Be sure to ask for the abridged text. 

12. Slides can be made very useful in the teaching of English to 

foreigners, especially to those pupils who are just beginning to 
learn this language. 

I feel that the use of slides in instruction is of great benefit to both 
pupils and teachers, not only in Continuation Schools, but in all schools, 
— and I sincerely hope that their use will become statewide and nation- 
wide before long. 

I thank you. 



Institute op Teachers 39 



Topic 5. 
HOME NURSING AND EMERGENCIES. 



Ruth M. Gillett, Milwaukee, Chairman. 

Mrs. H. MacDouaid, Madison, 

Una E. Lambert, Cudahy. 



I. Room — choice of. 
(a) Size, 
lb) Light. 
(0) Quietness, 
(d) Cleanliness. 

IL Bed. 

(a) Ivind of 

1. Bed. 

2. Springs. 

3. Mattress. 

4. Bedding. 

(b) Process of making bed. 

L Protection of mattress. 

2. Putting on of sheets, blankets, spread and pillows. 

(c) To remove soiled bedding with patient in bed. 

1. Move patient to one side of bed. 

2. Fold soiled sheets to side of patient. 

3. Spread half of clean sheets. 

4. Roll patient over, remove soiled sheets and finish mak- 

ing bed. 

in. Patient. 

(a) Care of 

1. Bath. 

2. Feeding. 

(a) Position in severe illness. 

(b) Position in convalescence. 

3. Ventilation and light. 

4. Disinfectants. 

5. Prevention of bed sores. 



40 Outlines o^ Lessons 

IV. Nurse. 

(a) Conduct in sick room 

(b) Things to avoid. 

1. Disturbing patient to give medicine. ~ 

2. Unnecessary noises. 

3. Shaking of bed. 

4. Hurrying patient with meals. 

5. Discussion of coming meals with patient. 

V. Observation of symptoms — 

(a) Temperature. 

(b) Pulse. 

(c) Respiration. 

(d) General appearance of skin. 

V'l. Invalid Tray — 

(a) Food: 

1. Liquid diet. 

2. Soft diet. 

3. Light diet. 

4. Regular diet. 

(b) Setting of tray: 

1. Clean linen. 

2. Good arrangement, 

(a) Suitable dishes. 
8. Attractiveness. 

VII. Contagious Diseases — 

(a) Prevention: 

L Right living — 

(a) Cleanliness. 

(b) Good food. 

(c) Fresh air. 

(d) Proper clothing. 

2. Care in use of public utilities. 

('b) Contraction: 

1. Air. 

2. Food. 

3. Contact. 



Institute of Teachers 41 



EMERGENCIES. 
VIII. Accidents — 

(a) Fires: 

1. How to put out burning clothing. 

2. What to do in case of fire. 

(b) Gas: 

1. What to do for gas poisoning. 



IX. First Aids for Injuries — 

(a) Burns: 

1. Fats and oils used to exclude air. 

(b) Cuts: 

1. Disinfectants — iodine. 

(c) Bruises: 

1. Very hot or very cold water to prevent pain and swell- 
ing. 

(d) Sprains: 

1. Application of hot cloths and complete rest. 



X. First Aids for Emergencies — 

Nosebleed: : 

1. Cold packs applied to back of neck. In severe cases, 
plugs of gauze or cotton may be used in the nostrils. 

(b) Foreign body in eye: 

1. Pull upper lid over lower. If not removed, lift it out 
corner of clean handkerchief. 

(c) Fainting: 

1. Lay patient on back with head lower than rest of body. 
Loosen clothing and allow patient plenty of air. 
Sprinkle face and chest with cold water. 

(d) Fits: 

1. Put patient on floor, loosen clothing and do not restrain 
convulsive movements. Wad of cloth thrust in 
mouth will prevent biting the tongue. Keep head 
cold and body warm. If child, put into tub of hot 
water. 

(e) Freezing: 

1. Keep away from heat and rub affected part with snow 
or cold water. 



42 Outlines of Lessons 



NURSING. 

Introductory. 

Illness comes into every home at some time with the necessity for 
intelligent care of the sick and since a large percentage of the sick 
must be cared for in their own homes, the nursing devolves upon some, 
member of the family. This nurse must be willing, conscientious, and 
intelligent, but, as in any other new work, she realizes her inability 
always to do things in the best manner possible. To a large measure 
the outcome of a case depends upon the nursing; the physician may be 
entirely competent and prescribe the best treatment possible, but 
how often he leaves a home with grave doubts in his mind because of 
the uncertainty of all orders being carried out correctly. 

The home nurse cannot always be blamed for this state of affairs, for 
she often does the best she can, but on account of lack of training along 
these lines, she is unable to realize the importance of following direc- 
tions exactly. A doctor is employed because the patient or family has 
confidence in his ability to treat the case. This being true, it is only 
fair that all directions be observed and carried out exactly as given. 

I. General Nursing. 

Whenever there is illness in a home .and it does not seem advisable 
to employ a trained nurse, one person should take charge of the patient, 
and this person should receive all orders from physician and be re- 
sponsible for their fulfillment. Referring to Miss Gillett's outline, the 
requirements for nurse are given. I should add though, that appear- 
ance is of most importance — neatness, quietness, and an ability to carry 
out the physicians' orders. 

1. Clothing — washable, cotton material. 

2. Shoes — light, permitting noiseless step. 

3. Rest — At least seven hours of sleep — two hours for exercise, be- 

sides time for meals. 

4. Conduct in general. 

(a) low modulted voice. 
, (b) never whisper, 
(c) ability to entertain by happly, light stories. 

II. Room. 

The choice cannot always be desirable, but by re-arrangement remov- 
ing all unnecessary furniture, especially bric-a-brac, which form a re- 
pository for germs; placing bed in a position to protect patient's eyes; 
and providing an artificial light that is also shaded but can be turned 
on brightly in case of necessity, the ordinary bed room may be used. 

Temperature of the room important. The temperature of the room 
usually falls at night when the vital powers of the patient are at the 
lowest, that is, in the early morning. Because of this precautions must 



Institute of Teachers 43 

be taken. Unless otherwise directed, the temperature of the room for 
fever patient should be about 60° F. 

Ventilation — necessary in every disease. Formerly patients were 
confined to dark rooms, with doors and windows closed and it is sur- 
prising how many recovered under these conditions. Sunshine and 
fresh air are Nature's two most potent remedies. The patient's room is 
his home for the time being and therefore, everything should be done 
to keep it clean, airy and comfortable. 

III. Bed. 

The essentials are giving in the outline. In our course in home 
nursing, demonstrations were given by the instructor followed by in- 
structor acting as patient for class. Fatigue, discomfort, exposure of the 
patient and consequent chilling were all demonstrated and after some 
practice avoided in changing pillows, sheets and making of bed. 

IV. Patient. 

Absolute cleanliness of patient and bed is a great aid towards hasten- 
ing convalesence. Hair, teeth and nails must receive care. The 
mouth and teeth may be kept sweet and clean by frequent washing 
with a solution of boracic acid or diluted listerine. 

Sleep — Number of house of sleep, also character of sleep should be 
reported. Sometimes he may sleep lightly or awakened easily or be 
aroused with great difficulty. 

The recording of the excretions from the body is of great importance. 
The nature, time and quantity of voiding of these excretions should be 
reported to physician. The removal from room and disposal of is often 
sorely neglected in homes where sewage and modern methods of sanita- 
tion are impossible. Contagious diseases are often traced directly to 
contaminated water supplies due to such neglect. 

Feeding — Food should be as attractive as possible. Tray fixed daint- 
ily with pretty china, and a small amount of food may tempt the ap- 
petite of a sick person, while an overloaded tray may cause a capricious 
appetite to vanish. 

Appliances and relief. — Position for any length of time one way, be- 
comes very tiresome and is liable to develop bed sores at points of 
pressure and great care is necessary, and the ingenuity of the nurse 
often taxed to devise measures for the relief of the patient. 

Observation of symptoms. The three most important signs to be 
recorded are, pulse, temperature and respiration. 

Pulse. — The sensation felt over an artery due to the contraction and 
expansion of the heart. The pulse rate is much higher in children than 
in adults. In an infant at birth, the rate is 130 to 150 per minute. It 
gradually decreases as the child grows older until in adult life it is 
about 72. Its fulness and regularity should be observed. It is said to 
be full when the artery is distended by a large volume of blood. It is 
regular when the beats occur at regular intervals and are of the same 
fulness. An intermittent pulse is one that skips one out of every few 



44 Outlines of Lessons 

beatg, as every fourth; often an indication of a nervous condition 
rather tlian any change in the structure of the heart. 

Temperature. Normal temperature of body is 98.6 P., but, like the 
pulse, there may be some variations with the individual. In infants, 
the temperature usually is slightly higher than in adults, while in old 
age the temperature, not uncommonly, is a little sub-normal. A body 
temperature below 95° or above 108°, of it persists any length of time 
is likely to be followed by death. 

Care of thermometer. — Cleansed with alcohol or 5% solution of car- 
bolic acid and wiped dry. 

Respiration. — The act or function of breathing which is once to every 
four heart beats or about eighteen times a minute. Children and men 
breathe chiefly from the lower part of the lungs that is, abdominally. 
Women are inclined to use the upper part of the lungs chiefly. Respira- 
tions may be counted by watching chest rise and fall. 

General conditions of the body; skin; face; eyes; mouth; and speech; 
deserve due notice from nurse. If skin is hot and dry, cold and clammy, 
observe and report. A high temperature with a damp skin indicates 
great weakness and is a grave symptom. If face shows a dull, apathe- 
tic expression it is signiflcant of serious illness; often apparent in 
typhoid. A flush of bright spot on the cheek may accompany a disease 
of the lungs. Eyes should be noted as to color of the conjunction and 
the conditions of the pupils, which may be dilated, contracted or un- 
equal in size. Sometimes they are wide open after patient is uncon- 
scious. This is called coma-vigil and is a serious condition. 

If, at any time, patient is unconscious, time and duration should be 
noted. If irritable, depressed, hilarious, speech thick or clear, hoarse 
or very loud; carefully note these. 

I mentioned the invalid tray under care of patient so that it is not 
necessary to dwell further upon it here. It is well to have a sewing 
table, or a surgical table, if possible to hold the tray; or a plain frame 
raised with books on either side will keep the tray off the patient. 

V. CoxTAGioxis Diseases. 

(a) Prevention — Not only must the patient be considered but the 
remaining members of the family must be protected from the contagion. 

(b) Isolation — First step for prevention. The room should be at the 
top of the house and separated as much as possible from the remaining 
rooms. A sheet moistened with some disinfectant solution, chloride 
of lime, etc., should be hung in the doorway. Ventilation is important. 

(c) Disinfection all secretions expelled when patients cough should 
be burned. The urine, the feces, and even water in which patient is 
bathed should be disinfected before disposal so that germs of the dis- 
ease will be prevented from scattering about. Chloride of lime or a 
5% solution of carbolic acid may be used for the purpose. Bed linen 
and clothes of patient should be soaked several hours in this carbolic 
solution before being sent to the laundry. 

(d) Cleanliness — Good food, fresh air, proper care and' clothing all 
enter into the control of disease a,nd speedy recovery of the patient. 



Institute op Teachers 45 

And it is well, too, that the nurse observe precautions to avoid con- 
tracting the disease herself. 

VI. Accidents and Emergencies. 

In all accidents first essentials are to keep cool, to decide what is 
best to be done and not waste time by aimless movements. 

(a) Make patient as comfortable as possible. 

(b) Keep by-standers at a distance, and then 

(c) according to nature of accident, apply treatment until doctor 

can reach you. 
Referring again to outline in order given would suggest in our own 
State, with its many lakes and streams we should emphasize the im- 
portance of — 

1. Drowning. 

(a) Maintain respiration by artificial means if necessary. 

(b) Let the patient inhale smelling salts or aromatic spirits of 

ammonia. 

(c) As patient shows signs of life returning, wrap in warm 

blanket. A stimulant (few drops of brandy) may be 
given. The artificial respiration should be kept up for 
three hours if necessary. 

2. Electric shocks. 

Treated also by artificial respiration. 

3. Alcoholism. 

Wrap patient in blanket with cold cloth on head, and give an 
emetic. 

4. Poisoning by opium or morphine. 

Activity is absolutely essential. The patient must be kept awake 
by walking around; dash cold water in face, etc. 

5. Ptomaine poisoning. 

Symptoms of meat poisoning. 

1. Excruciating pain in abdomen. 

2. Nausea and vomiting. 

3. Rise in temperature. 

4. Symptoms similar to typhoid fever. These symptoms are 

often followed by great prostration, sometimes by col- 
lapse and death. 

6. First call physician as the death rate is about 30%. If physician 

is delayed — Give water to wash out stomach, produce vomiting 
by warm mustard, which acts as a stimulant also. A dose of 
salts, together with an enema will help to relieve the Intestines 
of the poison. 

The remainder of outline is very clearly outlined and does not need 
further discussion. 

Mbs. Rachael McDonald. 



46 Outlines op Lessons 

continuation classes for apprentices in chicago. 

By W. M. Roberts, Dist. Supt., Chicago. 

In the attempts of the schools to meet the demand for training of 
industrial workers, several distinct types of schools or classes have 
been developed. First is the all-day trade school, which takes a young 
man at sixteen years of age or over, and gives him practice in the 
work of the trade in a school shop, along with some studies of a tech- 
nical nature directly related to the trade, and in the course of two, 
three or four years, sends him out into the trade as a journeyman work- 
man. 

There are a few good schools of the kind, and their experience has 
demonstrated that when there has been a sufficient amount of practice 
on real work, along with a sensible course of theoretical work, good 
workmen can be made; but the students in such case must be well ma- 
tured young men and not children, and the course must be long enough 
for them to acquire skill, — say three years at least. Any such school 
which should offer to take in a green hand and make a carpenter of 
him in six months is of course promising what it cannot do. 

The chief obstacle to the development of the all-day trade school as 
a solution of the apprentice training problem is the extremely high cost, 
which is more than twice as much per pupil per year as the cost of 
high school instruction. This is partly because of the cost of material 
and equipment with which to teach the trade, and partly owing to the 
fact that more teachers are required for the same number of pupils 
than in the high schools. Because of this high cost, and because also 
of the fact that young men are usually unwilling to put off for three 
or four years the time at which they may begin to earn wages, there 
are very few schools of this kind in the country. The number of work- 
men turned out by them is very small in the aggregate, and they could 
all be put to work each year as they come out, in a city of thirty to forty 
thousand inhabitants, without crowding any of the trades which they 
have learned. The output of these schools has not yet had any appre- 
ciable effect on the supply of skilled workmen. The graduates display 
considerable ability in point of constructive thinking about their trade, 
and many of them soon become foremen, superintendents and the like, 
and a considerable number of them secure positions as teachers of 
manual training or trade subjects in other schools of a lower grade. 
We do not have any allday trade schools in connection with the Chi- 
cago public schools. 

The second method of carrying on industrial educational work of 
which I shall speak, is that of bringing back into the schools for part 
of the time the boys who have chosen their occupations and are work- 
ing at the trades as apprentices. This is usually called continuation 
work, or part-time continuation work. This method has been devel- 



Institttte of Teachers 47 

oped very successfully in Chicago, and there are more apprentices at- 
tending the part-time classes in that city than in any other city in this 
country. Since the daily work of the apprentice at the trade furnishes 
the practice, the school concerns itself chiefly with the reason why; and 
the course of instruction consists mainly of studying about the trade, 
as for example — drawing, mathematics and science, to give insight and 
understanding of the materials and processes, and a study of standard 
methods of construction. On the job the apprentice is learning to the 
hand work, and is acquiring skill; in the school he is acquiring knowl- 
edge of materials and processes, and learning to do the head work. On 
the job he gets the practice; in the school he thinks about the practice. 
At his work the electrical workers apprentice assists in installing a 
lighting system under the direction of the foreman; in the school lab- 
oratory, under the direction of the teacher, he learns by experiment 
and study why the installation had to be done as it was. Practice and 
study go along together, and the result is an intelligent workman, well 
grounded in the theory underlying the processes of the trade, and able 
to do good head work as well as good hand work. 

There are four trades already co-operating, in continuation work in 
Chicago, the carpenters, plumbers, electrical workers and a few ma- 
chinists. The printers have just recently arranged to join in the work, 
and when their boys are all in we shall have nearly one thousand ap- 
prentices in the continuation classes. 

There is in Illinois no law relating to training of apprentices, and 
none which requires school attendance of any learners in industry. 
The apprentices are attending the continuation classes in Chicago in 
accordance with agreements between the unions and the associations 
of employers. The first agreement of this nature was between the car- 
penters district council, which is the central labor organization of the 
unionized carpenters, and the carpenter contractors association, in 1902. 
That agreement provided for "laying off" the apprentices during Janu- 
ary, February and March of each year, but also provided that the ap- 
prentice wages should be paid regularly each week, and that the ap- 
prentices should attend a school established by the Board of Education. 

The carpenter apprentices have attended during three months of each 
year since the time of the agreement in 1902. The number, of appren- 
tices in attendance is about 275 at the present time. 

Similar agreements, but providing for one half-day's attendance each 
week during the school year instead of three months of school at one 
time, have been made by the plumbers, by one large union of electrical 
workers, by sheet metal workers and by printers. The printers have 
not begun school attendance. The total number of apf/rentices in- 
volved in agreements now operative is about 800, but all are not yet in 
school. 

The unions and employers' associations through their officers, or 
througli the joint arbitration boards established for adjustment of labor 
difficulties, enforce attendance of the apprentices. In extreme cases of 



48 Outlines of Lessons 

neglect or refusal to attend, the working card has been withheld, which 
is equivalent to discharge from employment. 

There is not time to go into detail in the matter of courses of study 
and methods of management. In Wisconsin you are familiar with the 
general idea of continuation work for learners in industry, and I as- 
sume that you are interested in the topic I am attempting to present 
only to learn how we get the apprentices into the schools in the ab- 
sence of any compulsory law on the subject. 

There is one phase of the subject that is of equal interest to all of 
us, and of that I shall speak by way of conclusion : 

The whole aim of the continuation school is not attained when it 
has produced a skilled workman. From the standpoint of the employer, 
and perhaps also from the standpoint of the labor organization, skilled 
workmanship is tlie chief aim. But the chief purpose of the public 
schools in the education of the young is good citizenship. Part of this 
purpose is accomplished when a boy who might have been a poor or in- 
different mechanic is turned into a competent workman, for the gen- 
eral welfare of the community is enhanced by increasing the intelli- 
gence and skill of the tradesmen, since better houses will be built, 
better plumbing will be done, and electrical installation will be safer. 
But the plumber who comes from the school with greater skill should 
also come with a desire to use his knowledge and skill to conserve the 
health of the people who will live in the houses in which he installs the 
plumbing. The study of sanitary science has made him intelligent as 
io the reasons underlying the regulations of the building code. He sees 
in the code a scheme for conserving health and preventing disease. If 
he now sees in nimself the agent for carrying out the provisions of the 
code, the one person responsible for the health and perhaps the lives of 
the people who have trusted to his skill and to his integrity, and ac- 
cepts the responsibility with the determination to do his full duty, 
there is born into the community an efficient citizen of the highest type. 

If the school can give this direction to the thought and interest of 
the plumber's apprentice in his calling, it will be teaching practical 
citizenship. It can do this by revealing to him his proper function as 
a public servant, since he is in a sense the agent of the public in carry- 
ing out an important regulation for the conservation of health. No man 
is a good citizen who does not deal fairly by the community in the 
specific things which the community has entrusted to him; when he is 
a good citizen in this respect he will also be a worthy citizen in other 
respects. 

These ethical phases of his calling may not always be kept before 
the apprentice by his employer; they may even be lost sight of in 
a measure by his labor organization, in the struggle to advance the 
economic interests of its members; but the school should hold before 
him high ideals of efficient and honest service as a public duty. 



Institute of Teachers 49 



EVENING CLASSES IN RETAIL, SELLING. 

Andrew H. Melville, District Representative, University of Wisconsin 
Extension Division. 

All successful people, no matter what the profession or vocation, are 
in a sense sales persons, and daily exercise the principles of Salesman- 
ship. The man in the factory sells his labor to make something; the 
clerk her ability to sell goods; the doctor and dentist, health and free- 
dom from disease and pain; the minister, stock in religion; the lawyer, 
advice; the teacher, skill in teaching; and the merchant, goods. The 
number of people who are actually engaged vocationally as sales peo- 
ple in retail and wholesale houses and on the road, is very large. Al- 
though there are many more people in sales positions than in any other 
branch of the business profession, and the demand for instruction in 
Retail Selling is, therefore, or should be, correspondingly greater, little 
has been done by the commercial departments of our High Schools, 
or by our Continuation Schools, to meet the need for instruction in this 
practical and useful study. 

Interest on the part of commercial journals in the subject, however, 
is not lacking. Numerous articles from the pens of managers of large 
business interests, persons in charge of sales departments and manu- 
facturers are replete with live, vital suggestions bearing on this subject. 
Manufacturers have observed the necessity and commercial value of in- 
struction of this kind to the extent of providing their jobbers and 
retailers with carefully written lessons, indicating the steps to be fol- 
lowed in selling their goods to the consumer. Recently the Shaler 
Company of Waupun mailed out a course of 10 lessons to dealers, out- 
lining in detail the method of selling their vulvanizers for automobile 
tires. 

Five years ago the Extension Division of the University of Wisconsin, 
in response to interest manifested in the subject by local business men 
of this city, began the collection of material for a course in Salesman- 
ship. The text was prepared and written by Mr. Paul H. Neystrom, 
then District Representative of the Extension Division at Oshkosh, now 
of the University of Minnesota, and appeared in pamphlet form, con- 
sisting of six pamphlets the spring of 1912, from the press of the 
McGraw-Hill Book Company, and later was published in book form by 
The Appletons. Mr. Otto Konrad of Konrad Bros, and Mr. James Fiske 
of the Heymann Company, both of Oshkosh, together with officers of 
the Pettibone-Peabody Company of Appleton and Lauerman Brothers 
of Marinette, gave many valuable suggestions as to the character and 
content of the course. Classes were conducted in the stores of several 
of these firms and much time was given to discussing, weighing and 
sifting material in order that the course, when ready, might be both 
practical and usable. If I am not mistaken these were the first eveuixig 

4—1. T. 



50 Outlines of Lessons 

classes in Retail Selling conducted in the state of Wisconsin. These 
facts are given as a setting for the consideration of what is to follow. 

Our classes have ranged in size from 10 to 78 persons with an average' 
of 28 students per class. We find that 25 makes a nice convenient group 
of persons for an instructor to handle in this subject. All have been 
evening classes with the exception of one High School class in Oshkosh, 
which is not included in the above figures. Eight classes were con- 
ducted in co-operation with the Industrial Schools at Manitowoc, Green 
Bay, Appleton, Neenah and Oshkosh. Of the 400 persons enrolled in 
classes during the last two year, 1913-1915, in this part of the state, 
236 were men and 162 were women. 100 of this number, or exactly 
25%, were from 17 to 21 years of age; 104 were from 22 to 25 years of 
age; 82 were from 26 to 30; while 112, the largest single group, were 
over 30 years of age. No particular attempt was made to interest men, 
yet 59% of those who enrolled for the course were men, in face of the 
fact that the mass of actual sales people in retail stores are women. 
These facts indicate that the great body of adult sales people Interested 
in Retail Selling are men, and that these persons are individuals of 
maturity and considerable experience. 

In planning a course in Retail Selling, we do so with regard for three 
view points; 1. That of the merchant who owns the business; 2. That 
of the sales person who sells the goods; 3. That of the customer who 
buys the goods to use. The merchant is interested in Retail Selling 
because he wishes to increase the "over-the-counter" efficiency of his 
clerks, sell more goods, increase his business — in a word profits. The 
clerk is, or should be, interested because he is anxious to give better 
service to his employer and customer, because he wants to increase his 
personal efficiency, and thereby his earning capacity. The course is to 
the customer's advantage, indirectly, because she demands advice and 
information relative to fashions; character, quality and service of 
goods — in short, values in return for money expended. 

The text material for evening classes in retail selling should be simple, 
in clear English, concisely written and practical, as most of the people 
who attend class have had limited school advantages and do not care 
to wade through something that is dry, long, drawn-out, or uninterest- 
ing to them. A course in Retail Selling should include these eight 
topics: 

1. The Salesman — his qualities, preparation and technical knowledge. 

2. Health and hygiene as factors in efficiency. 

3. Goods — their selling qualities, how discovered and demonstrated. 

4. Phi/schologt/ of Selling — embodying the study of people, how the 

brain works, how the mind gets ideas, cultivating the memory 
for names and goods, human instinct and habit and their ap- 
plication in business. 

5. Steps in a Sale — attracting attention to goods, arousing interest in 

and desire for goods, meeting objections, the use of suggestion, 
personality and what it means, tact in selling, proper attitude 
toward customers, and closing sale. 



Institttte of Teachers 51 

6. Losses and Leaks in Retailing — the salesman's part in reducing 

them; suggestions for reducing store expenses. 

7. Art Applied to Retail Stores i. e., the principles of form and color 

as applied to the retail store in the display of goods, decora- 
tions, store fixtures and window trimming. 

8. The Salesman's relation to his House and the Public and his duty 

to himself. 

The principal single consideration in conducting evening classes in 
Retail Selling is the instructor. The essential qualification for such an 
instructor is some actual experience behind the counter — first-hand 
familiarity with retail store practice, together with the ability to teach 
others the principles upon which store practice is based. A man teacher 
is preferable. I have already pointed out that the majority of stu- 
dents in the evening classes are mature men who have had years of 
experience in buying and selling goods. Should the teacher be lacking 
in practical training, and unable to demonstrate the various rules and 
policies discussed in the class; should he be unable to connect what he 
says with the sale behind the counter, he would immediately lose the 
confidence of his students. In no subject in the vocational curriculum 
have we found students more critical. To suggest that the High School 
teacher, or some person with only office experience, be given a short 
course in Salesmanship as a preparation for teaching evening classes in 
Retail Selling, would only discredit the work and culminate in failure. 
Such a person might be considered with reference to classes of young 
people, such as beginners from the High School, or errand boys in the 
stores, or possibly for a group of girl clerks in department stores; but 
for experienced, mature men on the firing line, never. It is really very 
difficult to get qualified teachers in this subject. Persons with both 
theoretical and practical training are valuable and come high. We 
can get them if we have the money to pay the price, but we must com- 
pete with the big stores if we get them, as such persons are more 
valuable in a commercial way than as instructors. The Extension Di- 
vision has had men of this character, and excellent results were ob- 
tained from their teaching. The one we had this year was offered 
just double what we were paying him to become buyer of ladies' ready- 
to-wear goods and teacher of Retail Selling for Kepler Brothers' Dry 
Goods Company at Eau Claire. Nevertheless, it seems to me that it is 
desirable to hire this type of person for instructor of Retail Selling, 
and thus get expert services in our schools one day or evening a week 
for each of several town than to have a cheap, and possibly inefl^icient 
teacher all the time. 

No recitation is complete without reference to both theory and 
practice. Our plan has been to open the class exercise with a talk by 
the teacher on certain principles of Salesmanship announced at the 
previous meeting. The student has studied the lesson assigned and 
comes prepared to talk and ask questions, all of which is as informal 
as it can be made. Goods are actually tested and analyzed in the class 



52 Outlines of Lessons 

for qualities and impurities. Selling demonstrations take place. The 
instructor or some student actually sells some commodity, such, as a 
chair, suit of clothes, pair of gloves, or a life insurance policy to a 
member of the class at each meeting. Discussions again follow. The 
teacher who has had the practical store experience can be of immense 
service to his students in these demonstrations. 

The ideal class is made up of persons selling the same kind of com- 
modity, as ladies' ready-to-wear goods, or carpets or shoes. In prac- 
tice, however, classes in towns up to 35,000 are invariably mixed 
groups, frequently eight or ten different vocations are represented in 
one class. The principal difficulty to be overcome in handling mixed 
classes arises, therefore, from the fact that each vocation or particular 
line of goods represented is primarily interested in its own line and 
does not care about other lines. At the outset students do not seem to 
understand that the principles of salesmanship are the same, whether 
we sell automobiles or socks, and that differences arise only in the 
application of these principles to the sale of different commodities. 
Our policy in meeting this problem has been to have selling demon- 
strations covering all the vocations represented, thereby, meeting as 
many of the practical difficulties, so far as possible, of each vocation or 
line of goods represented in the class. . 

Short unit courses on definite, distinct subjects we find are preferable 
to long, involved, indefinite courses, and this is especially true of those 
offered for mature, busy people in evening classes in commercial lines. 
The peculiar advantage of the short course in Retail Selling is that 
the merchant and his clerks are familiar with much of the material 
presented; hence, much discussion of the elementary phases of the sub- 
ject can be omitted. Ways and means of organizing, classifying and 
interpreting facts and principles, together with new view points, are 
what they want. This is an entirely different proposiion from pre- 
senting the same subject to young, uniniated persons. Then, too, mer- 
chants and sales people are reading trade journals as never before; 
hence, the necessity for this instruction being crisp, snappy, attractive 
and to the point and not stale. It should also be noted that the short 
course encourages the student to finish what he sets out to do; while 
the long course presents no such incentive to regular and perfect at- 
tendance. 

The larger the town, the better it is suited for classes in Retail Sell- 
ing. The larger the town the more highly business is departmentized 
and organized. Clerks in large stores have fewer lines to sell, con- 
sequently a closer acquaintance with the lines handled and greater in- 
terest in the line. In the country store the sales person has dozens of 
lines to handle to the city clerk's one. Knowledge of goods possessed 
by the clerk in the small town is, therefore, necessarily more super- 
ficial and he is apt to degenerate into an "order taker" rather than a 
salesman. In smaller towns the sales people take little stock in the 
idea that goods can be sold unless asked for. Hence, the science of 
salesmanship appeals to students in large cities 'more readily. In the 



Institute of Teachers 53 

smaller place, with limited experience, the proprietor and clerk must be 
shown. It is possible to have successful classes in Retail Selling in a 
town of 1,000, if the instructor has had practical small town experience. 
The need for classes in Retail Selling is just as great, if not greater, 
in small towns and cities than in large cities. 

We have discussed the specific aims and purposes of retail selling 
classes. There remains one more important and vital point in the con- 
sideration of this subject. The general purpose of classes in Retail 
Selling should be to dignify the w^ork of sales people and develop a 
professional spirit among them. Unless this is done we fall short of 
the mark. Sales people are human beings, with human desires and 
wishes. Work is drudgery to any one until it is shown that his task 
has a dignity and standing when well and meritoriously done, and as 
such receives its reward not only financially but in the conscience of 
the individual who derives a feeling of satisfaction and accomplish- 
ment. Just to the extent that sales people are trained in their vocation, 
are banded together for a common purpose and discuss problems of 
mutual interest and value, is a spirit of esprit de corps established. 
The need for trained salesmen was not really felt in the past, when 
stores were small as a rule and the proprietor was the chief salesman. 
If the clerk was not skilled in selling neither were clerks in the stores 
of competitors skilled, so it made little difference. Then, too, under 
the old regime the sales people gained a fair knowledge of salesman- 
ship, due to direct contact with, and supervision of, their employer. In 
the modern department store this personal relation is largely lost for 
the experts have retired to their private offices to direct the business. 
Then, too, cales people were inspired to improve themselves in every 
way becaues of the thought that they some day might own a business 
themselves. While opportunities of this kind have not all passed, the 
chances for the clerk to establish himself in a business of his own now 
as compared with fifty years ago, or even fifteen years ago, are small. 



54 Outlines of Lessons 



Topic 6. 

INDUSTRIAL EDUCATION, ITS RELATION TO BAKERI 
AND THROUGH BAKERS TO THE PUBLIC. 



R. L. Cooley, Milwaukee, Chairman. 

C. J. Kremer, Milwaukee. 

Teresa Gardner, Milwaukee. 

By C. .T. Kremer, State Inspector of Bakeries. 

During the last ten or fifteen years, as diseases and their causes be- 
came better understood, more and more attention has been paid to the 
baking industry by men of science, legislators and public health offi- 
cials. And the interest which the public took in bakeries on account 
of the economic importance of bread, their chief product, has not 
Avaned but as the cost of living rose, intensified. The bread question 
is discussed in the public press as never before. I quote from an edi- 
torial in a great metropolitan daily: 

"Among the matters that engage men's minds, bread stands out 
as a problem of giant proportions. We now see it in all its naked 
majesty and vast significance. The loaf of bread, humble object 
as it seems is big with fate. It is an engine of war more power- 
i!ul than any of the gigantic instruments that men have yet per- 
fected for their mutual destruction. It is the prop of empires and 
the life of great peoples." 

If bread is one of the fundamental necessities of human life, it 
plainly is the duty of the state so to exercise its function that bread 
of good quality is available in sufficient quantity to the humblest 
among us that they may live. To prepare out of the flour milled from 
the grain harvested in the vast fields of our country, bread to feed 
the multitudes is the function of the bakers. It is their duty to pre- 
pare the best bread possible, and further so to equip and train them- 
selves as to be competent to do so. Right here let me say, it is the 
province of industrial education to help boys, young and old, in every 
M'ay to fit themselves for the tasks that will be theirs. If we com- 
pare the bakers' trade with almost any other human field of endeavor, 
we find few to equal this calling in importance. Every reason that 
can be advanced why certain lines of work should be taken up in any 
other calling, can be applied to that of a baker with equal force, and 



Institute of Teachers 55 

then therp is still tlio great reason, the absolute inability of mankind 
to do without bread, the utter dependence of millions of men, women 
and children upon bakers' products, urging the teaching profession to 
give its best efforts to the preparation of youths to be bakers. 

I do not claim to be a teacher, but I am a man who has spent more 
than thirty-three years of his life with bakers and as a baker, and 
who realizes their needs, loves his brother bakers and desires to help 
smooth the road for those boys who are to take my place, light the 
way of darkness I have had to travel, and help the young generation 
to avoid the errors I have fallen into. Indeed, my greatest ambition 
is that the bakers' trade may one day be better for my having labored 
in it. As such, I offer the following general outline for a course for 
young bakers. The lessons suggested may be grouped so as to meet 
the understriading and training of the class. 

Essentials for bakers are cleanliness, order, punctuality, economy 
and system. Teach boys to be clean, clean of mind and body. Instill 
into their youthful minds an appreciation of clean habits and fill them 
with aversion to all that is unclean. You can not make bacteriologists 
out of them, yet you must teach them bacteriology, for their work deals 
largely with bacterial life. You cannot make chemists out of them, 
yet you must enable them to observe understandingly and judge chem- 
ical phenomenon correctly. You cannot teach them logic, yet you 
must lead them on to right thinking and correct reasoning. They are 
not to be physicians, yet they must know how to promote health and 
avoid disease. Some knowledge of many callings Is required by the 
baker, and much of what the baker must know is essential in many 
fields more or less closely allied to the bakers' trade or not allied at all. 
What you teach a boy to make a good baker of him will be useful to him 
and of service to the public if after all he should decide not to become 
a baker, but a cook, or a waiter, or a clerk in a grocery store, or enter 
into any calling that has to do with the manufacture or distribution of 
food products. 

I fully understand that the function of continuation schools cannot 
be to teach the trade of a baker but to supplement the practical experi- 
ence of young men in shops with whatever may be lacking for complete 
understanding, or to bring the principles that underlie activities in the 
shop strikingly before the mind. "Work in a commercial bakery must 
go on regularly and uniformly. There is no time for explanation. The 
boy is told to do a certain thing in a certain way, no question as to why 
is in order. If he asks it, it remains unanswered. 

Some practical work is a vital necessity in an industrial school for 
bakers, if only for the purpose of giving object lessons. A certain 
amount of experiments are absolutely required. An experiment that 
succeeds in demonstrating a lesson is very valuable; one that misses 
its point scarcely less so is some of the reasons for failure are found. 
The boys work may be crude, but there is in them the element of in- 
creased knowledge. 

In the school the boys must find an opportunity for contrast and com 



56 Outlines of Lessons 

parison. They must not onlr "prove their lessons" but their power of 
observation must be developed, their judgment must be matured. After 
all the bakers' trade is not a matter of hard and fast rules. It requires 
certain accurate knowledge but it is largely a matter of sound sense 
and good judgment. 

Lessons could em'brace the following: 

1. Hygiene. 

The human body, respiration, nutrition, circulation. 

Food values, living conditions, clothing, work and recreation. 

Detrimental conditions found in bakeries. 

2. Raw Materials used by Bakers. 

a. Structure of wheat and other grains. 

b. Flour especially wheat and rye. Examination for quality and 

quantity of gluten. Examination for color, for absorption, 
for acids, for moisture, for stability, for ash, for impurities. 

c. Baking tests for flour. 

d. Blending of various kinds of flour so as to obtain a mixture. 

with characteristics desired. 

e. The aging of flour. 

3. Leavening Agents. 

a. Yeast, nature, structure and life of yeast cells. Propagation 

of yeast, its influence upon starch and gluten in flour. 
Fermentation of dough, gradual changes in dough. By prod- 
ucts of fermentation. Carbonic acid gas and alcohol. 

b. Lactic acid and other acid producing bacteria and their by 

products. 

c. Bicarbonate of soda and acids. 

d. Baking powder. 

e. Ammonia and other leavening agents. 

4. Yeast foods. 

a. Malt and malt extracts. The function of malt extract in 

dough. Effect of excessive use of malt. 

b. iSugar, corn sugar and glucose. 

c. Scalded flour. 

d. Potatoes. 

e. Patented preparations and compounds. 

5. Salt. 

Pure and impure salt; its influence on fermentation and flavor of 
bread. 

6. Hops, lime and other antiseptics. 

7. Bread improvers. Fresh milk, condensed milk, dried (powdered) 

milk. Fats: Lard, lard compounds and vegetable fat. 

8. Temperature in dough making, specific heat. 

9. Making of dough, texture dough, characteristics of a sound dough. 



Institute of Teachers 57 

10. Changes in dough during fermentation. Effect of "punching" 

dough. 

11. Proper and improper molding of bread. 

12. The good and faulty points of a loaf. 

13. Changes in dough while baking. 

14. Steam in bake ovens, pressure of steam, latent heat, 

15. Power and power transmission. 

16. Machinery and appliances used in bakeries. 

17. Various bread making systems opening a wide field, showing how by 

proper correlation good bread may be obtained by widely diver- 
gent methods. 



THE EDUCATIONAL VALUE OF SHORTHAND AS A DISCIPLINARY 
AND CULTURAL STUDY. 

Henry J. Holm. 

The intensely practical value of shorthand in the work of the world 
has so completely over-shadowed its disciplinary and cultural value 
that the latter are rarely considered when the question of its addition 
to the curriculum of the school or college arises. 

Indeed, shorthand is commonly looked upon as a mechanical art — 
something that may be picked up by almost anyone in a few weeks' 
study. It is this view of the subject that is responsible for many of 
the shorthand failures. 

That shorthand has a great educational value I believe is realized by 
all who have investigated the art or who are at all conversant with it. 
Consider for a moment the processes through which the shorthand 
writer goes in reporting and transcribing a speech. 

First, there is the hearing and the comprehension of the words, and 
the grasping of the thought of the speaker; second the translation of 
these words into sounds (I believe we commonly think of words in their 
written or printed form) ; third, the selection of the shorthand material 
from which they are to be constructed into tangible form; fourth, the 
transferring of these impressions to the fingers; fifth, the manual ex- 
ecution of these forms. Here are five distinct processes through which 
each word must be put in the smallest fraction of a second. 

To add still further to the complexity of the problem, the writer must 
follow closely the sense of the matter being spoken, or it will be impos- 
sible for him to make an intelligent transcript. I think you will agree 
with me that this is a form of mental discipline — combined with manual 
execution — which has a value that is worthy of the consideration of 
thoughtful educators. 

The transcribing, or writing the shorthand notes on the typewriter, 
is another phase of the work that has an important educational ad 



58 . Outlines of Lessons 

vantage, training as it does the judgment, the powers of perception 
and analyzation, and developing what has been well termed a "logical 
imagination". The reader of shorthand must analyze the shorthand 
symbols, give them their sound values, combine the sounds into words, 
grasp the significance of phrase signs, and translate the whole into 
English sentences. In other words, the practice of shorthand writing 
develops such intellectual qualities as were possessed by men like Kel- 
vin — the "constructive scientific imagination which bodies forth the 
forms of things unknown with such definition and precision that the 
mechanical faculties work up to the conception as to a visible model." 

Of course, it will be understood that after a while a large part of this 
selection of material and the discrimination in the use of it becomes 
virtually automatic; yet it must be borne in mind that at one time it 
was conscious and hence had a deep educational significance. All of 
these fundamental processes in writing were at the beginning neces- 
sarily slow and deliberate. The speed in execution increased only as 
the capacity to handle the material with speed developed. Neverthe- 
less, they possessed the highest disciplinary value and continue to 
possess it. The shorthand writer never reaches the point where his 
work is completely automatic. He always has new words and new com- 
binations of words to deal with. 

To illustrate in a concrete, untechnical way, one of the difficulties: 
If you had dictated to you an editorial from a newspaper, or an article 
from a magazine, and wrote it hurriedly — that is, at the top of your 
longhand speed — using the common abbreviations dropping the term- 
inations and the past tense of words, omitting all punctuation marks 
and capital letters, and were then called upon to make a correct trans- 
cript of your notes thus taken, it would require some clear thinking 
and the exercise of much judgment to reproduce the thought and lan- 
guage with fidelity. 

Yet the stenographer does this and a great deal more. It is far more 
difficult to make such a transcript from the shorthand notes for these 
reasons: The actual physical representation of words in shorthand is 
very greatly lessened, as compared with longhand, as each character 
when correctly executed has a much greater power of expression; the 
abbreviations are more numerous and the chances for error in form 
are multiplied under stress of rapid writing, making the identity of 
the character less positive. All these present problems, in transcribing, 
that develop perception, alertness, quickness of thought, resourceful- 
ness, discrimination, and judgment to the highest degree. The prob- 
lem is comparable to that of hearing a discourse in French or German 
and translating it instantly into English. 

Let us compare the study of shorthand with that of one of our re- 
quired high-school subjects — a foreign language, French, German, or 
Latin. The student of a language first takes up the elementary sounds 
— the vowels and the consonants. These are combined into words; he 
acquires a vocabulary by memorizing. Next the formation of sentences 
engages his attention, and, finally, proceeding from the simple to the 
complex, the more difficult matters of grammatical construction and 



Institute of Teach?:rs 59 

composition are considered, and actual translation is undertaken. All 
of these processes are paralleled in the study of shorthand. The stu- 
dent learns the elementary characters of the art — the vowels and con- 
sonants — and is drilled on the sounds. He gets a new conception of 
words, and gains some valuable experience in correct pronunciation. 
He is used to thinking of a word in its printed form; but in his short- 
hand work he must become accustomed not only to this form, but also 
to the sounds of which it is composed. The sounds have their short- 
hand equivalents, composed of curves, both long and short, and circles. 
These are combined into words. The grouping of words into phrases — 
that is, a series of words that may be expressed by a single shorthand 
character or "outline" — is the next step. Finally the whole sentence 
is written. In transcribing, the process is reversed. Hence it may be 
seen how perfectly, in the study of shorthand, synthesis is correlated 
with analysis. 

A brief comparison with geometry, a study highly valued by educat- 
ors for its disciplinary effect upon the mind, might also prove of in- 
terest. 

Geometiy is pre-eminently a study that develops the analytical pow- 
ers of the mind — clear, logical reasoning. It has a distinct value also 
in inculcating habits of preciseness, neatness, order and truthfulness. 
The same advantage may be claimed for shorthand. The shorthand 
writer is constantly analyzing; and his decisions must be reached and 
. applied instantly. In taking his notes, neatness and accuracy, which 
practically form the basis of their legibility, must be kept constantly 
in mind. In transcribing the shorthand, correct form and the most 
attractive arrangement, as well as the absolute accuracy of his work, 
demand his attention. Every stenographer worthy of the name has an 
ambition to make his work accurate; if it is not accurate it has no 
commercial value. Ha understands this from the beginning; and con- 
sequently his constant aim is for accuracy — which stenographically is a 
synonym for truthfulness. Shorthand does more than geometry in re- 
spect to clear, logical thinking — for it adds speed to it. 

Educators will concede, I believe, that the process of shorthand 
writing — if my statement of it has been correct — is a pure application 
of the fundamental movement of mind, which is to gi'asp a thing as an 
indiscriminate whole, analyze it into its parts, and to correlate these 
parts in relation to the whole. 

Thus far, I have considered principally the disciplinary value of the 
art. The advantages of a study of shorthand are threefold: First, 
the mental discipline secured in the mastery and the application of its 
principles; second, the cultural value of the writing and re-writing of 
the matter taken in shorthand; third, its practical or commercial value. 

The close affiliation of shorthand with language gives to it, I think, 
one of its greatest educational advantages. Nothing can so familiarize 
one with the wonders and beauties of the English language as does the 
constant practice of shorthand reporting. It compels a study of the 
grammatical and rhetorical phases of language and gives an acquaint- 
ance with the details of it that could hardly be so easily acquired in 



60 Outlines of Lessons 

any other way. It is to the student of English what a course in dis- 
section is to the medical student— but it goes still further, because the 
shorthand writer must reconstruct from the pieces the thing he has 
torn apart. As has been said, his work is synthetic as well as analytic. 
Some striking instances have been noted of the value of shorthand as 
an aid in teaching a foreigner the English language— in acquiring cor- 
rect pronunciation, in mastering the intricacies of construction. 

The shorthand writer in his work as reporter, private secretary, 
stenographer to professional, literary, or business men, is constantly 
brought in contact with what is brightest and best — where brains are 
the busiest. He is ever writing out the thoughts of great educators 
and public men, and putting on paper the plans and purposes of the 
busy captains of industry. And what is more, he gets ideas first hand — 
hot from the forge. He is thus enabled to study, to absorb, to compare, 
to criticise, to enjoy, to broaden his general information, to see the 
reason behind the decision, to familiarize himself with the work of the 
world. 

But it is not at all necessary that this valuable training be left until 
the shorthand student is an adept in the art — a training which is so 
often looked upon as a mere by-product, but which is in itself sufl&cient 
reward for the study of shorthand. In most of the high schools where 
shorthand is taught, the dictation course preparatory for practical work 
is made an important feature. It generally covers not only a drill in 
commercial work, such work as ninety-nine out of a hundred students 
engage in, but also a great variety of other subjects — technical, educa- 
tional, scientific, legal, literary, and special. This work is intended 
primarily to give the student facility in handling all classes of steno- 
graphic work, and as he goes over this matter in taking it in short- 
hand and in typewriting it, he naturally absorbs a vast amount of use- 
ful information and gets a most practical drill in the use of the English 
language. 

I believe that the study of^ shorthand could be begun profitably much 
earlier than in the high school^perhaps in the seventh or eighth 
grade — so that by the time the student reached the high school he would 
have mastered the mechanics of the art to such an extent that he could 
make a practical use of his shorthand every day in his high school and 
college courses in making notes and taking the numerous valuable ex- 
temporaneous talks of teachers that are commonly lost. The principal 
objection in offering the work so early, however, would lie in the fact 
that many students, learning that their work had a commercial value, 
would leave school before obtaining the broad general education neces- 
sary to highest success. This objection to taking up the work so early 
is minimized largely by the fact that the demand today is for the 
stenographer who has a high school or college education. Business men 
are more critical and are willing to pay for knowledge in addition to 
technical skill. 

The practical uses of shorthand are so varied and so well understood 
by most of us that little need be said of them. Shorthand is an in- 
dispensable art in commerce, as is attested by the fact that hundreds 



Institute of Teachers 61 

of thousands are employed as stenographers. Business men do not 
waste money on useless employes. It is safe to say that shorthand has 
been one of the greatest factors in the expansion of American com- 
merce, for through its aid, as a means in correspondence, the enter- 
prising American business man gets business wherever the United 
States mail reaches. In the courts and in the legislative halls of the 
state and the national governments, the shorthand reporter makes pos- 
sible an al:solute record of the proceedings, catching and recording 
every word — words oftentimes fraught with the greatest import. The 
thoughts of statesmen, great teachers and law makers are reported 
verbatim and preserved for the use of the world. Its value to the col- 
lege student is great. In taking lectures, briefing collateral reading, 
keeping notebooks, and in many other ways, it affords him a reliable 
and time saving instrument. Its use prevents the longhand from de- 
generating into a scrawl. 

To the young man or to the young woman, shorthand offers a great 
opportunity either as a career or as a stepping stone. Many of our 
most prominent public men owe their positions to the start shorthand 
gave them. 

The list of those who have climbed the ladder of success with a 
know-edge of shorthand is too long to enumerate here. But a mention 
of the few more prominent will emphasize the point that the shorthand 
field is one of the most promising. 

Joseph P. Tumulty, secretary to the President of the United States; 
Hon. William Hughes, United States Senator from New Jersey; Con- 
gressman Hitt of Illinois; Hon. John Hay, author, journalist and di- 
plomat; Judge Kenesaw, Mountain Landis, who gained fame by fining 
the Standard Oil Company $29,000,000; Edward Bok, editor of the 
Ladies' Home Journal; James Oppenheim, the author; Irvin S. Cobb, 
one of the leading writers in the Saturday Evening Post and possibly 
the greatest humorist of the day; Charles H. Taylor, publisher of the 
Boston Globe; George B. Cortelyou, president of the Consolidated Gas 
Company,. New York; Dr. Anna G. Mack of Boston; Dr. Clara P. Seippel, 
Assistant City Physician, Chicago; Miss Grace B. Conklin, advertising 
manager to a big corporation; William Loeb, Jr., former Collector of 
the Port of New York; Col. H. P. Bope, first vice-president and general 
sales manager of the United States Steel Corporation; John H. Converse, 
president Baldwin Locomotive Works; James M. Graham, general 
manager of the Great Northern Railway; Darius Miller, late president 
of the Chicago, Burlington and Quincy Railroad; E. J. Chamberlain, 
president of the Grand Trunk Railroad; B. A. Worthington, president 
of the Chicago and Alton Railway; W. A. Gardner, president of the 
Chicago and Great Western Railroad; Theodore P. Shonts, president, 
Interborough Rapid Transit Railway (Subway), New York; C. V. Rich, 
vice-president of the National City Bank, New York — and so on almost 
indefinitely. 

The spread of the popularity of shorthand in our high schools is, I 
think, not only a recognition of its great utilitarian advantages, but 
also of the fact that it is coming to be recognized as having a very im- 
portant educational value as well. 



62 Outlines of Lessons 



Topic 7. 
RESULTS OF INDUSTRIAL SURVEY. 



L. P. Whitcomb, Oshkosh, Chairman, 

A. W. Siemers, Madison. 

A. R. Graliam, Racine. 



OUTLINE. 

1. Metliods of Malving an Industrial Survey. Mr. Graliam. 

2. Industrial Survey Data. Mr. Siemers. 

3. Local Industries and School Organization. Mr. Whitcomb. 

FOREWORD. 

The committee on Results of Industrial Survey, in order to simplify 
its work and if possible provoke a discussion commensurate with the 
importance of the general topic, has seen fit to subdivide the su'bject 
according to the outline above. This subdivision is not ultimate nor 
positively the best that might be made perhaps, but it does reprr s. nt 
an effort to get at what the committee feels are important features of 
survey work, and give each member of the committee a final part in c'le 
presentation of the general subject. 

The committee desires that those to whom this matter comes shall 
appreciate the value to the service which the Continuation Schools can 
render, if those to be served and their interests are as carefully con- 
sidered as possible. 

No attempt is made to completely cover the field of industry; the ef- 
forts here presented being held valuable as a beginning of a definite 
plan of investigation which will ultimately be required as a basis lor 
the government and organization of this school services. 

The committee, in conference, reached the co'nclusion that sur\ey 
and growth, growth and survey, are a natural sequence. These form 
the rings of our structural tree of service to the industrial classes. 
Bach year's activity in survey of the field adds to the development of 
the work, keeps the service up to date and makes for ability to meet 
the demands of growing industry 'by increasing the intelligence and 
efficiency of new and old workers. ' 

The committee recognizes that every Director of Continuation Schools 



Tnstttttte of Teachers 63 

is doing morp or less survey work hy gotting. first hand, through em- 
ployers, parents, patrons, and employees, a knowledge of industrial 
and social conditions in respective communities. Gratifying results 
will surely follow and the committee recommends that a part in this 
survey work be taken by each instructor. 

L. P. WiiiTcoMi!, Chairman. 



2. SURVEY WORK— RESULTS GAINED THROUGH A PARTIAL IN- 
DUSTRIAL SURVEY MADE IN THE CITY OF 
MADISON, WISCONSIN. 

Last year, during the month of August and the forepart of September, 
we undertook to make an industrial survey in the city of Madison. 
Our aim was to ascertain the employers' attitude toward Continuation 
school work and to gather suggestive material and new ideas which 
could be incorporated in the outlining of courses for the coming year! 

Before taking any steps in the direction of trying to study indus- 
trial and commercial conditions, you must be satisfied in your mind as 
to just what knowledge and information you must have when you are 
outlining and planning your school work. 

Under no conditions have persons other than those directly connected 
with your faculty make a survey. Suppose an otuside person may of- 
fer to make an industrial survey in your city and your lioard for vari- 
ous reasons may see fit to have this person proceed with the work. You 
will have the statistics and condensed information at the completion 
of the survey, but you will not have that which is of prime importance, 
namely, the personal interview and personal contact. Another matter 
to be taken into consideration is the publicity you gain through per- 
sonal interviews. Questions are asked about the work at the time you 
visit parties, location of schools, courses offered and problems discussed, 
all of which are of interest to' a large number of men and women. 

I quote from a letter received from one of the instructors who aided 
in making our survey last fall. She says, "I am thoroughly convinced 
that the best method of interesting the public is, not through our local 
papers and general advertising, but through a house-to-house canvass. 
We "not only arouse the interest of the individual in the home, but we 
also grasp their personal needs with a better understanding than by 
any other means of approach." 

We drew up a selected number of questions and had them printed 
in blank form, copies of which can be had at this office. However, 
forms that are being used in other cities, even though conditions are 
similar, cannot always be used in the city in which you wish to make 
a survey. The arrangement of questions and the method of using 
blank forms to be filled to gain certain definite information is a matter 
that you must plan and study out carefully. You must remember that 
one superficial question, one question that does not bear directly upon 



64 Outlines of Lessons 

your subject is a hindrance insofar tliat it used up the time of the 
person making the survey and gives the impression to the person be- 
ing interviewed that you do not know what you are "driving at." Tlie 
task in the obtaining information from employees is to plan clearly 
your method of approach and to know when to see them. You must 
not ask directly for an outline of any one particular course of study. 
You can readily see that you cannot expect a person to give you, on 
short notice, an outline of a course of study which would be of interest 
and direct benefit to him. 

Whenever possible, you must find out what the deficiencies of the em- 
ployees are, and what in the judgment of the employer is the cause of 
this. Has it been previo'us training? If so, question more .closely on 
what this training has been. 

In the six weeks we devoted to this work, we visited 203 employers, 
but found it impossible to visit any of the employees. Three full-time 
instructors, beside myself, gathered the information we desired by 
making personal calls and arranging for interviews at the convenience 
of the employers. 

I divided the territory to be covered into three districts. One was 
the shop district, which was covered by the istructor in charge of our 
shop work. This instructor's knowledge of shop methods; the problem 
of the employment of labor, and conditions which surround the aver- 
age working man enabled him to gain just the information we desired. 

Another district was the up-town business section comprising that 
part of the city known as 'The Square." On this square, all the large 
dry-goods stores, clothing stores, grocers, jewelers, tailors and banks 
are situated. Anyone can see that the conditions here are entirely 
different from those in the shop district. The instructor of our home 
arts department was directed to interview the business men in this 
territory. This person's knowledge of sales and purchases, materials 
and foodstuffs enabled her to speak intelligently to the employer on the 
every-day problem of the management of the store. The personal visits 
this particular teacher made to the various stores enabled her to gather 
information on the cleanliness and working conditions of the various 
places of employment, which information is of value at this office. 

The third district comprised that part of the city lying just outside 
of the last-named territory and included plumbers, steamfitters, gas 
and light companies, carpenters and mason contractors, the small gro- 
cers, bakers, etc. 

We found very little similarity between the employers in the up- 
town district and those in the last named district, viewed from the edu- 
cator's standpoint, — their demand^'s in interest in educational work and 
in our schools. 

Now, in the summary of returns submitted to me by the persons who 
made the survey, I find some interesting facts. Of the 20.3 employers 
interviewed, 50 employ more than 10 persons; 35, between 5 and 10, 
and 118 up to 5. Of the employers of more than 10, I find that 41 ex- 
pressed themselves clearly and decidedly as being interested and 



Institute ok Teachers 65 

showed themselves willing to co-operate withour school work. They 
offered valuable suggestions, some of which will be given later on. Nine 
of the group of this first 50 were either not interested or expressed 
themselves as being against our particular line of work. 

Of the same group of employers who employ between 5 and 10, 24 
were interested and 11 against, or not interested. Of the last group, 
or the employers of a small number of people, I found 42 interested 
and willing to co-operate and 76 not interested. 

Twenty-five employers stated that they thought the English courses 
would be of most benefit; 23 gave salemanship as a course which would 
benefit their employees most; 17, arithmetic; 15, sewing and home arts 
with emphasis on textiles; 10, architectural and mechanical drawing; 
7, serving and arrangement of table; 4, cocking and food-work. 

Of the 3 bakers that we visited, one made the suggestion that we 
should bring our classes in domestic science right into their kitchen 
and there study the commercial method of baking. The other thought 
we should include a special course in food chemistry. The third was not 
greatly taken up with the idea cf Continuation school work ,but thought^ 
English would 'be of great help to all his employees. 

Two of the 4 bankers suggested that more time should be spent on 
English and arithmetic; one gentleman in particular stated that cur 
schools should do more advertising and get in touch with more up-to- 
date methods in our commercial school. 

One remarkable thing about the dealers in books and supplies is thai 
of the two we visited, both were most indifferent and showed no in- 
terest whatever. 

The butchers asked that we teach the boy, first of all, how to care 
for a horse and wagon and how to find his way around the city and 
thereby avoid the wasting of a great amount of time in the delivery 
service. 

The dealers in china and glassware were not interested at all. 

The cabinet-makers stated that the greatest difficulty they had with 
employees was inability to follow instructions. They thought that all 
students interested in carpentry and cabinet-making should be taught 
how to read blue prints and work out common pro'blems in arithmetic. 

Not a single one of the owners of candy and ice-cream stores showed 
any interest at all in our school. One made the statement that girls 
in his employ were not ambitious to advance and therefore could not 
see that we could be of any help to them. 

The carpenter contractors said that any course which gives the prac- 
tical side of carpentry and architectural drawing, leaving out all the 
frills should be emphasized. Boys in our school should be taught how 
to use ordinary tools. A thorough course in English should be a re- 
quirement. 

The proprietors of creameries offered no suggestions. 

A dealer in coal, wood and ice, and he is a dealer who employs more 
than one hundred men made quite a statement. He said, "That the 

5-^1. T, 



66 Outlines of Lessons 

new school movement, (referring to Continuation Scliool) was the 
most vital educational movement ever attempted by our State. 

A chemical engineering company asked for a special course in ele- 
ments of electricity. 

The candy companies were somewhat lukewarm and showed no inter- 
est. 

The delicatessen and home bakeries took more keen interest in our 
school than the bakers. All asked for a more practical course in cook- 
ing. They seem to think that the work undertaken in our school in 
the domestic science kitchen is more or less experimental and involves 
too great an amount of theory. 

All the drug stores we visited in this city, with the exception of one, 
were disinterested. They could not see where we could be of any 
help to them and gave us to understand that we were only using up 
their time. 

The dry goods people would naturally ask for courses in salesman- 
ship. Eight out of the 13 asked for salesmanship, some going a step 
farther by asking for principles of English and arithmetic. 

One electrical contractor made the statement that all theory was 
wrong and that actual experience was the only school, and expressed 
himself as not being in favor at all. Two other contractors refused 
to give any information and 4 thought perhaps a course in architectural 
drawing would be of some help but the interest shown by the electrical 
contractors on a whole was very small. 

Express companies advised us to advertise more. They seem to 
think that people in this city do not know that a continuation school 
exists and that more publicity would be beneficial to the growth of the 
school. 

The suggestions offered by ofRcials of the federal and municipal gov- 
ernment were numerous. One though that I think is worth remem- 
bering is "that it would be wholesome for a city if there was a com- 
pulsory law to make citizens and adults attend this special school." 
The people that that particular official had in mind, I think were those 
from fourteen to eighteen years of age. 

No interest was shown by the owners of flower stores or green 
houses. 

The furniture dealers showed keen interest in our school and com- 
mended the movement. 

The dealer in furs made the suggestion that special attention should 
be given in our sewing classes to those who wished to fit themselves 
in the commercial field as seamstresses. He said that if this would 
be done, he would be glad to look toward our school for his help in the 
future. All should take citizenship he said. 

The gas and light people stated that without doubt the courses in 
English would profit a great majority of their employees and a special 
course in architectural drawing and architecture would be of more help 
to their employees than a peurse in electric wiring. 



Institutio 01'^ Tkaciiers 67 

Of fthe 15 grocers visited 9 showtd no interest. One said the seliool 
was "good for those who needed it. " Another said that he thought 
his people were hardly fit foT night school work after a heavy day's 
work in the store. Of those who were interested, one made the state- 
ment that we should emphasize shop-work and home-arts in our permit 
school, rather than bookkeeping. Among the grocers, the fact is most 
striking that the employers of 5 or more clerks are interested in our 
school while the grocers who employ possibly one or two clerks show 
no interest whatsoever. 

Of the 4 garage and auto dealers, we find 3 who employ less than 5 
men These men offered no suggestions, were not interested and pos- 
sibly resented the approach of persons making survey. The fourth 
employer, a man who employs on the average 20 men, offered some sug- 
gestions for better service on the part of the scho'ol. 

Hotel managers suggested more practical courses in cooking and 
taWe waiting. One also made the statement that the school should ad- 
vertise more, that he never knew that there was a continuation school 
in he city and that there was no doubt in his mind that there were 
other persons who had never heard of the school. 

Hardware dealers all asked for courses in architecture. 

Hairdressers and manicurists suggested that we maintain an em- 
ployment bureau. Courses in bool' keeping and English were essential.. 

To take up in detail as I have done so far, the demands and interests 
shown by the employers representing the various trades and professions 
would make this paper possibly too lengthy, so I will only mention a 
few of those which I think convey some new thought on my subject. 

We found the painters and decorators most agreeable; anxious to 
find out what we are trying to do in our school, and they asked us to 
incorporate in our courses such special subjects as color harmony, 
paint chemistry, design and interior decoration, which if worked out 
would be of direct benefit to them. Of the 7 owners of palntshops vis- 
ited, every one offered suggestions. 

The printers and publishers naturally would also show more than 
average interest. Of the 9 printers visited, 7 asked for a course in 
English and 5 also asked for arithmetic. 

Suggestions offered by grocers, telephone companies, shoe factory 
managers, owners of shoe stores, real estate men and so on, were sim- 
ilar to suggestions given heretofore. 

So, in passing over this part, the question arises, just what direct 
benefits have we derived in the making of the survey? In answer to 
this, I wish to make it clear that statistics imd numbers if not supple- 
mented by other information are of no great value to school organiza- 
tions. The information derived through this survey has not only been 
the results of the answers to questions placed on paper, but also through 
the "sensing," so to say of some oi the criticisms offered by persons 
that were interviewed. 

For illustration,— in speaking of a course in salesmanship, to various 
merchants, I found that there was not so much demand on the part of 



68 Outlines of Lessons 

the employer for training in liow to sell goods, that is, not alone be- 
ing able to know how to approach customers not only the ability to 
know just what goods to show and to know at what moment to close 
a deal — while employers all agreed that this as a most valuable asset, 
the point was made that if the school would teach their people the pro- 
duction and manufacture of textiles, and give them the fundamentals 
of color harmony, we would be of great benefit to them. 

I have found that when employers think and speak of our course in 
English that they think we should teach our students and their em- 
ployees the correct use of the English language, increase their vocabu- 
lary, teach them how to write good letters, but they said, "Why do you 
insist on having them read more or less out of special supplementary 
readers?" Why not take one of our up-to-date trade magazines or 
journals and get our people accustomed to not only reading such ma- 
terial as will be of direct benefit toi theh, but also to us?" "We hear," 
they said, "a great amount of talk on increasing the salaries of our 
employees, but we shall never pay them any more than for actual serv- 
ices rendered. Should our employees though, find new ideas thru 
the reading of trade magazines and work them out, we will be the first 
to recognize these and will be progressive enough to wish to retain 
these progressive persons by offering an increase in wages." 

In speaking of bookkeeping to another person, a suggestion was 
made, and I think that it is of importance, — that the fundamentals of 
double entry bookkeeping sho'uld be taught through the use of regular 
bookkeeping te^'ts, but that we should, as soon as the principles of 
bookkeeping are understood, make a study of the systems of account- 
ing which are in use in local, commercial and shop offices. By teach- 
ing only text-book material, we do not give that training which ies 
necessary to enable our students to adjust themselves to office condi- 
tions and environments and to do efficient work with different sys- 
tems of bookkeeping. I find that those students who do creditable 
work in our bookkeeping classes do not always make a success in the 
business office. Upon questioning why this is, I find that the student 
whom we recommended for the bookkeeping position often has been 
laboring under the impression that the system and method that we 
had taught in school was the only correct system in existence. His 
training had not been sufficient to broaden him to that point where he 
would have been able to make use of the principles that apply in book- 
keeping and to adapt himself to the system which was being used in 
that particular office. 

To co'mplete the suggestions, possibly drawing somewhat on my 
imagination of the work in the home arts department, I find that the 
average employer firmly believes that if we are successful in instilling 
in-the minds of the girls a genuine appreciation of the responsibilities 
0,nd problems connected with the problem of homemaking, if we are 



Institute of Teachers 69 

able to make them realize that they, upon entering this field enter one 
of the largest, noblest, and most dignified vocations that can be se- 
lected; if we, as a school organization, would succeed in this, we would 
be given the approval of the community. I think if we would do ail 
this, we ought to have more than just the approval of the community. 

Employers have told me that in their estimation, certain school of- 
ficials and teachers are labeling under the idea that when tliey have 
special courses in cooking, sewing, and possibly millinery, they have 
introduced all the subjects which are necessary for a complete course 
in the home arts. It is true that these are essential subjects, but what 
about the production, manufactury, and transportation of foods and 
textiles; what about marketing and the purchasing of materials under 
actual conditions? What about interior and home decoration includ- 
ing -work on the improving of the front and back yard? What about 
nursing, care of the sick and convalescent; first aid to the injured; 
care of infants and children? What about floral and vegetable gar- 
dening, expenditure of household allowances, household budget? What 
about business forms and transactions? Remember that you cannot 
expect anybody to be able to save money until they have been taught 
how to spend money. Yes, what about all these subjects and a great 
many others which are necessary for a girl to understand before she 
should undertake the duties which confront the majority of mature 
women. Some of you may say that you have included all of these sub- 
jects which I have named. Good; but how have you taught these sub- 
jects? Has it been lecture work, in which case the instructor does 
nine-tenths of the work, or has it been brought in as a reading exer- 
cise. If so, I assure you it has not made any marked impression on 
the minds of the girls. I do question if we show good judgment when 
in equipping our laboratories for home arts courses, we ;nirchase only 
kitchen utensils, stoves, and possibly sewing machines and after we 
have installed these, why we are prone to pride ourselves with the 
thought that we have a very complete laboratory. Remember these 
suggestive criticisms come to me as a result of visits with the em- 
ployers. 

We have made no complete survey in Madison. It has not been a 
house-to-house visit and although the charts which I have prepared 
may be of interest to you, it is a question just how much weight 
should be placed on these for various reasons just mentioned. 

In all fairness to you though, 1 must also give you this advice. Do 
not take the criticisms of the employers of minors too seriously and 
do not attempt to literally follow out all the suggestions offered. Your 
problem is complex at its best and you must therefore be guided solely 
by your judgment, what is best for the individual student. 

A. W. SlEMERS. 



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Institute of Teachkrs 73 



3. LOCAL INDUSTRIES AND SCHOOL ORGANIZATION. 
L. P. Whitcomu, Oshkosh. 

The particular phase of the subject of Industrial Survey to be con- 
sidered in this paper relates to the influence of local conditions in shap- 
ing the work of the school. These conditions will be discovered by a 
study through personal visitation and investigation, which will neces- 
sarily require time. Several examples of what may be discovered and 
conclusions arrived at, have been brought to our attention. 

As a guide in the discussion it might be well to list factors that de- 
mand more or less attention in organizing work particularly designed 
for industrial workers. First, there is the demand of the employer 
with his notions of preparation and up-keep for the business in which 
he is interested, whether it be selling, manufacturing, or transporta- 
tion of goods in the many divisions of industry. Second, the demand 
of the mature worker for general elementary instruction because of 
early neglect; or of special instruction because of personal ambition or 
business needs. Third, the influence of a standard set by organized 
labor in many branches of work, thereby requiring preparation in sub- 
jects common to our public schools. Fourth, the demands of the state 
from the standpoint of citizenship, in all its branches of health, safety 
and intelligence. Fifth, the influence of financial conditions and the 
relative values held by officials commanding educational matters. 
Sixth, the influence of idealism which comes largely from those inter- 
ested in the education of minors, for whom in the United States, at 
least, plans are hard to make. 

You may have found in your investigations that there is a seventh 
or possibly a tenth influence demanding attention and consideration in 
planning your school program for day and evening activities, but I shall 
endeavor, as a result of my investigations to stand upon these six. 
True it is that the business, the employer, the parent, the worker, and 
the state or society must have a hearing as to the essential elements 
involved. The actual value of these demands will be shown in results 
obtained by the schools organized in accordance therewith. As one 
prominent writer on industrial schools states, "the system must be built 
upon consideration of factors surrounding the life of the individual." 

Consider the first factor noted, or the opinion of the employer, 
who was called upon to give answer to the following questions: — What 
qualifications do you consider essential for a minor who wishes to en- 
ter and follow your line of business? What should be his school train- 
ing previous to and during his apprenticeship or period of learning? 
Shall his training aim at skill or to cover as much as possible matters 
pertaining to your business and its allied interests? Are you in favor 
of evening school work for your employees and should this be general or 
special training? In your business can a minor of proper age learn a 



74 Outlines of Lessons 

trade and what in your opinion can be of most value to liim in one-half 
day per week at school? 

The lines of business visited and which afford employment to minors 
as well as evening school students are: — Sash and Door Factories, Ma- 
chine Shops, Cabinet Shops, Job Printing Shops, Newspaper Printery, 
Wagon Works, Cigar Factories, Retail Stores, Millinery Establishments, 
Garages, Garment Factories, Bakeries, Candy Factory, Electric Plants, 
Furniture Factory, Match Factory, Carriage Factory, and Contractors. 

The answer to the first question was invariably this, "A common 
school education, willingness to work and do one's best, and a liking 
for the business." In some lines as Retail Stores, Cigar Factory, Gar- 
ment Factory, Match Factory, and Millinery, such adjectives as "quick, 
bright, active, nimble-fingered" were used as expressing the desired 
native qualifications, in addition to the general reply. 

The second question on training brought forth a greater variety of 
replies, but all agreed that some form of manual instruction in various 
mediums requiring the use of tools and machinery would provide ade- 
quate elementary training for business, as carried on in most shops. 
Some emphasis was placed upon making a closer connection between 
the elementary academic instruction and the manual training, with the 
latter in greater variety of lines and with more time for those who are 
likely to drop out of the regular school to go to work because of neces- 
sity. The basis for the lines of work to be chosen should be the business 
interests of the community in which the minor will likely find employ- 
ment. Special attention to commercial work was not emphasized as 
necessary beyond that usually included in the study of arithmetic. 
Training for minors not apprenticed was recommended not greatly 
different from the above inasmuch as their employment is of a tem- 
porary character. For apprentices was recommended a thorough study 
of the principles underlying the business or trade involved having in 
mind the future intelligent operator or manager. 

The third question was answered affirmatively in favor of general ex- 
tensive instruction pertaining to the business as a foundation to special 
choice in the trade or business after the period of apprenticeship is 
completed. This instruction can be much better given in the continu- 
ation school, owing to the fact that the apprentice in his shop work 
must learn the details of the work required of an operator as a com- 
mercial producer; he is a cog in the system which turns out marketable 
goods as the first consideration. The science pertaining to his work 
must come from side study. 

Evening school work for adult employees was universally approved 
In a few instances pressure is brought to bear by the employer to in- 
duce employes to attend. General education and instruction in common 
branches and commercial lines are mentioned as valuable for both 
skilled and unskilled employes. Technical instruction coupled with 
laboratory work or shop practice and demonstration, in order to vital- 
ize and make clear the theqry of the process or practice, i^ recommenced 
for the trades. 



Institute of Tkachers 75 

Tlie last question developed the fact that there is plenty of opportun- 
ity in local industries for young men and women who want to learn a 
trade. The field for vocational guidance was also opened up by this 
question, as the inquiry frequently met was, "Yes, I could use one or 
two apprentices, if they really wanted to learn a trade and would do 
their part." And then invariably would follow a statement as to the 
employers experience with minors, regarding habits of loafing, waste 
of property, time off, and lack of interest in the job except as to quit- 
ting time and pay-day. Suggestions as to what a school could do in 
one-half day per week were varied. Many employers mentioned in- 
struction which pertained particularly to their business, as Mechanical 
Drawing and Mechanics for machinists, chemistry and physics for em- 
ployees in the engraving trade, electricity and machine shop practice 
for garage men, hand-tool work in wood for cigarmakers, machine re- 
pairing and principles of operation for woodworking factories, chem- 
istry of paint manufacture for finishers and painters, salesmanship and 
business practice for clerical workers, and plenty of emphasis on in- 
struction in cooking, sewing, and home-making for women employees. 
Many replied that the instruction should contain large measures of the 
principles of honesty, attention to business, promptness, accuracy, pa- 
tience, care of health in the matter of sleeping and eating and the use 
of injurious drugs, etc. 

The second demand which has its influence on the organization of the 
continuation school affects the evening activities largely, as this de- 
mand comes from the adult worker or citizen, who can perhaps best 
give time to self improvement outside of the usual work hours. The 
requests for instruction vary from that for a liberal education in com- 
mon branches to a complete preparation for some vocation; from in- 
struction in some unit of academic work to some unit in technical or 
trade subject. Some of the requests for instruction might be listed, as 
follows: Theory and practice of thread cutting for machinists; Elec- 
tric wiring and installation; Bookkeeping; Reading English; Roof con- 
struction for carpenters; Principles of electricity; Care of electric mo- 
orts and dynamos; Steam engineering and care of boilers; Care and op- 
eration of wood-working machinery; Architectural drawing; Sheet- 
metal drafting; Salesmanship; Making of tracings and blue-prints; 
Machine designing; Brick laying and chimney construction; Principles 
of heating and ventilation; Forging; Welding and tempering Steel; 
Tool dressing; Care of wood saws; Wood finishing; Painting and paint 
mixing; Cabinet making; Wood turning; Pattern making; Belt lacing 
and care of drive mediums; Stenography; Typewriting; Commercial 
Letter Writing; Filing systems; Sewing; Dressmaking; Millinery; 
Nursing; Serving; Cooking; Lunches; Study of Textiles; Chemistry; 
Physics as applied to Heat, Light and Mechanics; Free Hand Sketching 
for Mechanics; Orchestra Practice; and Physical Training. While this 
list is not complete, it represents in a random way the requests that 
have been made. One illustration of the source of information might 



76 Outlines of Lessons 

be given. A machine operator in a woodworking plant applied for in- 
struction in slieet metal drafting. He had formerly worked for a short 
time as helper in a sheet-metal shop and decided that he would like to 
learn the principles of the trade and get back into it. Another case 
that is interesting as throwing some light on shop practices is that of 
a machinist who applied for instruction in thread cutting, stating that 
while he was supposed to have learned the machinists trade, the shop 
in which he had worked could not find time to permit instruction in 
this part of the work, which he found he needed to know. The requests 
in themselves from both male and felame employees would make an in- 
teresting paper as showing the service which evening and day classes 
may give. 

The third influence bearing on the organization and work of the 
school pertains to a service which the schools may render to those who 
have taken up a vocation and who find themselves deficient in needed 
information which is more easily taught in schools than in the voca- 
tion; in fact may not be obtainable at all in the vocation as usually 
learned. Under this head comes the service that may be rendered for- 
eigners in their ambition to become first class American citizens. The 
instruction seemingly desirable besides English, "As she is spoken, 
written, and made," includes Instruction in making out Citizenship 
Papers; Civics pertaining to rights and duties of Citizens; Business 
Practice and Commercial Law relating to Contracts, Property Owner- 
ship, and Taxes; for English speaking workers the service should be 
intellectual and physical, in that instruction in principles underlying 
the trade may include work in the common branches, as well as the 
theory not fully obtainable in learning the trade. Since physical de- 
fects are frequently mentioned as a serious draw-back and since physi- 
cal efficiency is a necessity for the success of the worker in many trades 
in order to come up to the standard of the organization, and since sys- 
tematic attention to proper exercise and hygiene will greatly assist in 
physical improvement, it is easily a function of the evening and day 
schools to include such classes on the program. It is more than a func- 
tion it is a serious duty. 

It may appear that in learning any trade or business full knowledge 
of that trade or business will be obtained. It may be that theory per- 
taining to the processes involved in trades and lines of business may 
not be considered necessary. The man or woman who easily and in- 
telligently advances to the top of his trade or profession does so by 
conforming to standards of intelligence set by those particularly inter- 
ested as workers. It is generally conceded that schools and not shops 
should supply instruction in what is included in a good grammar-school 
education, both for minors and adult workers. To this should be added 
all the technical instruction pertaining to the trade which supplements 
shop and trade practice. 

The fourth influence effecting the organization of the school is that 
of the Law of the State which might be included under the preceding 



Institutp: of TkaciiI':rs 77 

discussion but for tlie fact tliat emphasis is given to the academic re- 
quirements. Employers mention and recognize the value of this in- 
struction especially to minors, because of the efforts of the state through 
the Industrial Commission to educate the adult workers in the shops 
and factories, and the valuable results obtained thereby. Consultation 
with the employers of minors on the academic subjects alone, develops 
a co-operation that is of great value to the school. There is need of 
this co-operation brought about by acquaintance of teachers and em- 
ployers and a thorough understanding of the work of the school. When 
employers state that the most satisfactory minors they have ever em- 
ployed came from tlie Continuation School class, and that "tliese ap- 
prentices are worth 100% more than any others we have had, largely 
because of your instruction in things pertaining to character and effi- 
ciency" growing out of the academic citizenship teachings, the import- 
ance of full time on the required academic subjects becomes apparent. 
The fifth condition pertaining to organization and development hinges 
on financial possibilities. While there may be differences of opinion re- 
garding extent of expenditures, it is reasonable to suppose that as the 
work develops and the possibilties for service become self-evident and 
appreciated through practical results, funds will be forthcoming to pay 
the bills. In all new endeavors requiring expenditures of money, the 
investor must be convinced of practical returns for his investment. 
Our point of "need" is past argument to a very large extent; the ques- 
tion now is as to amount. In general whatever expense is necessary 
to render service to any community group would be legitimate, pro- 
vided the service was in line with the intent of the law covering this 
school. Experience proves also that extensive and expensive equipment 
and teachers may not be justified from the standpoint of any vocation 
except as these may be important in the development of the human 
product for intelligent service rather than definite service. Quality 
rather than quantity is the ideal, with as large quantities of quality as 
may be needed. For- the minor in the day school during the period of 
adolescence the range of activities should be wide and expense for this 
period will naturally be greater. For adults who have definite voca- 
tions fixed, definite and accurate training may be planned. An investi- 
gation of occupations based on training showed that in one trade school 
17% of those leaving the school were following the line of industry for 
which they had been trained and of the graduates of this same school 
about 41% were engaged in the industry for which they were trained. 
All had followed some definite vocation excepting about 10% of the total 
who had dropped into trivial employment. All were between 15 and 18 
years of age during the training period. Since our organization takes 
care of adult and minor pupils a reasonable argument may be presented 
for industrial equipment and instructors to satisfy the fixed industries 
of the community and this same arrangement will in a large measure 
fill the needs for elementary training. Industrial training and educa- 
tion pays and is approved by the organizations of labor and capital. 



78 Outlines of Lessons 

These agencies, through good work done in the schools for industrial 
education, will get behind any demand for necessary appropriations. 

The influence of idealism is shown in the plans for organization and 
administration of industrial schools. We are confronted with data 
galore on the ideal industrial board, the ideal teacher, the ideal school 
and the ideal pupil. We are glad that it is so. When these ideals have 
all been thoroughly tried out under all conditions including the ideal 
condition, there will have passed enough years of rich experience, so 
that safe and sane judgment may be reached as to what is necessary and 
essential. Shall we have a shop with a school atmosphere or a school 
with a shop atmosphere? Shall the training for girl workers be en- 
tirely along home-making lines or shall we take a chance on the for- 
tunes of death and divorce and teach her trades other than dress-mak- 
ing, millinery, stenography, and cooking or laundry work? What in- 
fluence shall our work possess to build a pair of stairs towards any pro- 
fession, admitting that many of our pupils have as good a start as did 
the great Lincoln? To what extent shall the parental notions direct 
our prescription for Tom or Mary? Shall we run a young factory and 
teach salesmanship with the product? Shall we use books as texts or 
so teach as that books will be common necessities? Shall the youthful 
worker be drawn toward the school or pushed and to what extent shall 
compulsion be used? Should instruction for apprentices involve any 
shop practice at the school? To what extent shall the schools devote 
time to the welfare of the pupils? Ought not shops and academic rooms 
be accessories to a gymnasium, library, music room, and space for 
games like bowling, billiards, etc.? To what extent shall we provide 
instruction and practice in agriculture? Who is the ideal instructor; 
the thorough teacher with industrial sense or the expert craftsman with 
teaching sense? Shall our evening schools aim to train its students for 
a better job or make them more proficient in their present employment? 
Is a monthly round-table of employers a wise possibility in securing co- 
operation? 

These and many other questions might be brought forward as illus- 
trating the ideas that are popping and being discussed in connection 
with the work of the Continuation schools. Many of these are world- 
wide questions and many of them, no doubt, have been discussed, if not 
settled, in many of our Wisconsin cities. 

Whatever motives are behind the plans for our schools from any 
ideal standpoint, these should be confirmed by a thorough and contin- 
uous study of cmomunity conditions. The general trend of discussion 
and experience in the state, nation, and foreign countries is quite 
worth surveying in our attempts to properly arrive at justifiable ex- 
perimentation. As schools may vary as much, one from the other, 
in results obtained as do persons vary, in ability, a careful rec- 
ord should be kept of the human products of the school in order to 
study and get a line on the influence of the school work on the indi- 
viduals who have come under the training given. This record may pro- 
duce definite plans of organization as a test of the work being done. 



Institute of Teachkrs 79 

The results of a survey of industrial conditions as applied to the or- 
ganization of the schools under the direction of Boards of Industrial 
Education show that there is a growing appreciation on the part of 
employers and laborers, in all classes of occupations, of the need of in- 
dustrial education and the value of the efforts being made in our pres- 
ent schools; that there is a large place in our activities for welfare 
work very appropriate and most valuable for our schools to provide; 
that our range of training for minors should be wide enough to satisfy 
the demands of the human product for experiences which will lead to 
a definite vocation at the earliest period; that academic and industrial 
activities for adults are most saisfactory in sliort sections or unit 
courses; that instructors for industrial subjects should possess teach- 
ing ability along with their practical experience; that academic teachers 
should possess experiences that put them in close sympathy with their 
pupils; that products of the continuation day and evening schools do im- 
prove in efficiency in the places of employment thereby reflecting credit 
to the school work; that frequent conferences between instructors and 
employers, patrons, and parents, is conducive to a healthy growth of 
the school; that the industries of the community should be the basis 
of shop activities; that the community is entitled to and has a need of 
full information concerning the work of the school in order to sense its 
value and therefore news items and exhibits of advertising value should 
be generous and frequent; that there is need of industrial, commercial, 
and agricultural training for permit and all-day pupils and a demand 
from employers for efficient youthful workers in these lines; that there 
is need for vocational guidance and counsel and that both parents and 
pupils appreciate this effort at assistance; and that a constant study of 
the community, state, and national life regarding social and industrial 
needs is necessary to develop the school and maintain its ability to ren- 
der real service. 



INDUSTRIAL SURVEY. 

When the committee to which this topic was assigned got into com- 
munication with each other it was decided that the topic be divided 
and that each member write on some particular phase of the subject. 
The part which was assigned to me was "How to make a Survey." 
Naturally the first question that came to mind was the meaning of the 
word Survey. According to Webster the word Survey means looking 
over ground to be cultivated. How appropriate the word is, for surely 
there is no greater field to be cultivated than the field of industry, and 
that if properly cultivated can be made to yield a harvest which will 
be well worth the harvesting. But in our mad rush for shop efficiency, 
up to the present time the greatest aid to industrial efficiency, the 
worker in the field of industry, has been over looked. 

In 1910 the great and progressive state of Wisconsin among its many 



80 Outlines of Lessons 

epoch making laws provided tliat a State Board of Industrial Educa- 
tion be established composed, as you know, of three employers, three 
employees, and three educators who should have jurisdiction over a day 
school for minor workers and an evening school for adult workers. 
This school was to be the great implement of cultivation and the 
workers in the field of industry the ground to be cultivated. In look- 
ing over a field to be cultivated one does not choose particular spots 
but the field as a whole and also in making an industrial survey one 
must look over the entire field of industry, which is the whole city, 
and see wherein that field can be made more productive. 

I once heard a lecturer on salesmanship say that advertising took the 
place of poor salesmanship. For example Uneeda biscuit is so well ad- 
vertised that it sells itself. I might also add that the Continuation 
school has been doing the advertising for our public schools. You may 
ask in what manner can Continuation schools serve as an advertising 
medium for the public school in general. This is brought about by the 
fact that the Continuation school shall help the worker. In order to 
do this its director and teachers must closely associate themselves with 
manufacturers and all classes of tradesmen and employers. As a rule 
the heads of industry have so much to do in caring for business that 
their minds never drift into the subject of education at all and only 
by direct contact with the officials of the Continuation school which is 
brought about thru visits and surveys of this kivd. These employers 
are dependent upon our public school and the Continuation school is 
public school, for efficient workers. Thru your visit with them and 
exchange of ideas, courses in the Continuation school and ultimately 
the public school will be improved and developed so that this great 
class of workers who are usually ready to improve themselves can be 
trained by the employer in conjunction with the Continuation school 
to become intelligent capable workers who will strive to rise in their 
trade which will redound to the ultimate benefit of the employer. In 
this way will industry be led to see wherein schools can help them 
and also the school will be aroused to the fact that there is a great 
deal for it to do. 

Oiir survey is made then for the purpose of finding out "the needs in 
the great field of industry and also what the Continuation! school must 
do to meet these needs. To ascertain that need we must first know the 
character of the need. In this case the character of the need is the 
various trades and occupations as found in your community. Next we 
must know how many workers there are in each group or trade and 
/dst, but not least, what can the Continuation school do to meet the 
needs as they have been found by your survey. 

Wlien I took charge of the Continuation school work in Racine two 
vears ago I made a personal visit to every shop in the city. I made 
myself known at the office, stated what my purpose was and that I 



Institute of Teachers 81 

wanted to see what the workers were doing so that I might be able to 
organize courses of instruction that would make for the employer more 
intelligent and efficient workers. I was given a shop visitor's card 
which gave me access to the entire plant and the liberty to talk to 
foremen and workers. Before going to the plant which I wished to 
visit I had acquainted myself with the products that were manufac- 
tured at that particular plant. I then made careful notes as I passed 
thru the different departments in that plant as to the occupations and 
trades that were carried on. Occasionally I asked a worker wherein 
a little more schooling would help him in his job and the usual answer 
was, if I only had a little more arithmetic and drawing so that I could 
understand these blue prints I would be able to get a better job. 

A survey does not stop when the manufacturing plants of the city 
have been visited and studied as there is another great field of workers 
just as important as the factory workers. "The workers in the build- 
ing trades." Right here I would like to say that one great fault with 
the majority of Continuation school courses, up to the present time 
has been that the building trades have been almost entirely ignored. 
Workers in the building trades do not care, as a rule, for instruction 
which shows them how to cut rafters, lay brick or mix concrete but 
they do want instruction in applied mathematics to that trade and 
also the drawing related to their particular trade. In your survey 
of the various building trades and builder's clubs in your city you 
will find that a large percent of the men engaged in these trades, who 
are making good, have spent many dollars for correspondence school 
courses. With these facts brought out by the survey I organize courses 
for plumbers which gave the related drawing and mathematics and 
theory of drainage, siphonage and ventilation. I organized a class for 
carpenters, contractors, journeymen and apprentices. Mathematics 
and drawing relating to that trade was given. Mason apprentices we; e 
given mathematics and drawing relating to their trades. 

Great care should be exercised in making an industrial survey. 
There is no city in the state out side of Milwaukee where the director 
of the school cannot make his own survey. A questionaire must not be 
sent to the employer. It has about as much effect on the good work 
of the Continuation school as "putting salt on a bird's tail in order to 
c^tch it." In the first place the manufacturer and builders are bur- 
dened with all kinds of questionnaires. The material that you might 
legitimately ask for on the questionnaire you can find in the United 
States Commerce report. Missionary work cannot be found by mail 
with much result. There is something very vital left out of the Con- 
tinuation school work when the personal element is lacking in a sur- 
vey. It is well, however, to have a form, like the following upon which 
data may be indicated as observed in the shop ro trade for your office 
files. 

6—1. T. 



82 Outlines of Lessons 

Name 

What occupation, trades or vocations are involved in the business? .... 

How many employers 

How many boys and girls, under 16 years employed Boys. . . .Girls 

In what occupations are boys employed 

In what occupations are girls employed 

What kind of training should a beginner have in different departments 

What opportunities for advancement in business 

Average wages of beginners . , 

A great trouble of our present system of education is that only the 
school, the pupil and advanced education have been foremost in the 
minds of educators. To-day in the mad rush for shop efficiency in the 
industrial field the greatest asset to shop efficiency, the worker, has been 
left inefficient. People have acquiesced to the idea that the boy may 
not learn trunk making as the work is all done by machine. Men do 
not need to be all around mechanics as all the shop work to-day is piece 
work and all that is needed is a skilled machine operator. While all 
this has been going on the industrial field of Europe has been growing. 
Their exports are greater than their imports. No more can the skilled 
mechanic be induced to leave his home in Europe to start anew in the 
United States and endure all the irregularities of industry which this 
country has to contend with. Europe has and will do so more in the 
future retain these workers at home. We have got to begin right now 
to train our workers. I think that one point which I may give will 
show why it is absolutely necessary for factories of all kinds no matter 
how highly mechanical their shop operation may be, to train a group 
of young men so they will know the entire shop operations of their 
plant. The skilled workers in the United States at the present time 
find easy employment and their places are not readily filled in the 
plant from which they leave. A large manufacturer of trunks remarked 
that the intensive industrial activities in Europe and the manufac- 
turer of automobiles in the United States will revolutionize our whole 
field of industry. The automobile plants are calling for a number of 
skilled men in every department. Granted the statement that all their 



Institute of Teachers 83 

machines are set up and locked so that it only requires an ordinary op- 
erator to handle them but at the same time there must be in each de- 
partment a number of skilled men who can operate and set up the work 
in the various machines in that department. Europe did offer for a 
while a supply of these men. It has now ceased. The automobile manu- 
facturer is going to other plants in the city to get these skilled men. 

In every trunk factory there are a number of men who know the 
entire business and in fact men who learned trunk making as a trade. 
These men have been serving in various departments. The automobile 
has caused a falling off in the sale of trunks and bags all over the 
world because many people take their summer outing in autos and as 
it is equipped with trunk and carrying facilities the automobile plant 
has been taking the skilled men from the trunk maker's business and 
using them in the trunk department of the automobile plant. This 
particular manufacturer of trunks said, "We must begin right away to 
educate young men not in the trunk trade but in the whole trunk mak- 
ing business." These young men will have to take the place of our 
foremen who are leaving to work in automobile plants because the work 
in our various departments is so highly specialized that the worker in 
that department would not have a large enough knowledge of the entire 
business to carry on the workings of that department to its utmost effi- 
ciency. Leather workers, upholsterers, pattern makers, die makers, etc., 
all skilled trades are finding ready employment in the automobile 
plants. 

These are some of the facts that you will gain from making a per- 
sonal survey of the industrial field of your city. It is up to the Con- 
tinuation school then to provide courses which will make the factory 
worker more intelligent and allow his employer to promote him thru 
the various departments of the plant. The men in the building trades 
present an organized group for whom instruction can be provided. In- 
struction that will be purely vocational. All this must be brought 
about thru close association of school, employer and employee. At 
present Racine and Sheboygan have taken steps by which these two 
bodies will be brought into close association. In so far as the Con- 
tinuation school meets the needs of these bodies of workers just so 
far is it doing its duty and if it does not do this duty then it should 
not exist and use the public's money. 



Outlines Of Lessons 



Topic 8. 
ELEMENTS OF MECHANICS. 



D. E. Scull, Kenosha, Chairman, 

C. F. Hill, Janesville, 

Thos. G. Sutherland, La Crosse 

The problems which are presented here, are fundamental. Their ap- 
plications may be found in an unlimited number of tools and pieces of 
machinery. The object of giving instruction in these elements is, 

1st, — To have the boys become familiar with the principles involved in 
such machinery as they may use. 

2nd, — To teach them to analyze and to search out fundamentals. We 
believe that it is more important for them to acquire the habit 
of analysis than merely to acquire information. 



LEVERS. 

The lever is a simple machine consisting of two parts, the work arm 
and the power arm. It revolves about the fulcrum. The applications 
of the lever are, crow bars, scale beams, shifting levers, brake levers, 
etc. 



WHEEL AND AXLE. 

The wheel and axle is a group of levers so arranged so as to revolve 
about the fulcrum continuously. The radius of the wheel being one 
arm, the radius of the axle or smaller wheel, being the other arm, the 
bearings being the fulcrum. A gear train is a group of levers com- 
pounded. 

PULLEYS. 

The single pulley is merely a convenience to change the direction of 
the force applied. When the single pulley is reversed, the mechanical 
advantage of one to two is secured. The single pulley and the double 
pulley used together, produce a mechanical advantage of one to three. 



Institute of Teachers 



85 




si; 



Ou'riJNKS Ol' IjI'lSSONS 









ol 

u 



x: 



2) 



<3 



Institiitk ok Tka<uikrk 



87 



The (loiililc i)iill<!.v iiiul tli«! t.ripl*! pulley uBfid toRether, produce a me- 
chanical advaiilHKf! of oiU! to five, etc. 

The appli<a(ioiiH an; found la the variouH foriiiH of tackle UHcd in 
alinoHt cvfiry trade. 

DIKKKKKN'I'IAL. 



TIh! Dincreiitial in a Hlinphi niacliine tlirouKli wiilch a inc;<hanical 
advantage is secured. The advantage is determined by the difference 
in tlie radii of the two wheels. Tlio applif-ation Ih found in Differential 
Hoist used in the machine sliops. 




^^ 




DIJTE.'UnnT/flL 



INCIJNl-:n i'LANE. 



The Inclined Plane is a simple macliine used to raise weiglits from 
one level to another without lifting tiiem perpendicularly. 

The advantage is determined by the relation of the length of the in- 
cline to the rise. 



88 



OUTLINKS OF ]jKSSONS 



\J<>iqt,t 




M/ae 



\ 1 T^orce. 







6UCTJ0N PUMP 

f\fiD6jPt/ON 




;.\\\\\\\\\\\\\\\\\\\vv^^^ 



I NSTi'i'ii'i'i': ()!•• 'I'|';a(;iii:ks 



gd 



Applications may hi^ found In any hill or incline, leading from one 
level to anotlier, also in tlie Hcrew tliread. 

Tiii<: SUCTION IMIMI'. 

Tlie Suction i'liiiip in ;> iiiinliine used to raise water from one level to 
another. Tlie worli in donc^ by rcimovinR the air pressure over the 
column of water, allowing the pressure on the surface; of tlie tank, or 
other body of watcsr to force it into tiie cylinder. The Suction I'ump 
can only lift water to a point where the air pressure is eciualed by the 
water pressure. 

TlIK SYIMION. 

The Syplion is a pipe or tube bent to form two legs of unequal length, 
by which water may be delivered at a lower lever, by passing it over 
an intermediate elevation. The; work is done by atmospheric pressure 
actiiiK "l)on tlu; surface of the water. 

KFAjATIVK WKKIWT OK IVl ATKRl M.S. 

Weighls of metal and wood comparerl with weight of watf^r is shown 
by suspending a pi(!ce of metal frf)iii one arm of the balance and d(;ter- 
mining the wcuglit, then susFKiiidirig the Hutuo piece of metal in a vessel 
of pure water, difference being weight of water I'or that volume. 




A^2^ 



90 Outlines of Lessons 



SIMPLE MECHANICS FOR PERMIT BOYS AND ALL DAY BOYS. 

How best to serve the All Day and Permit boys along mechanical 
lines other than woodworking, when room, means and teaching force 
are all limited is one of the problems before us at Janesville. By tell- 
ing what we are doing in trying to solve this problem I may come- as 
near covering the topic as in any other way. 

Our shop is about twenty-five by sixty feet with a twelve foot ceil- 
ing. Across one end the boys built some booths, four in a row, two 
rows high; making eight booths, substantially six by eight feet with 
six foot ceilings. One booth is used for bell wiring; two (one above 
the other) for pumps and pipe fitting; one for engines; two for tele- 
graphy and one for book-repairing and binding. 

Bell Wiring: 

The work as quite often given calls for panels abuot two feet by 
three feet on which the problems are worked out as shown by 
the drawings. 

In the booth, the problem is first given substantially as it appears 
on the drawing. Then it is made more or less difficult and 
given more or less times in different forms according to the 
ability of the boy. From the standpoint of head work the 
booth makes an entirely different proposition of bell wiring in 
the school. 

At first we used the regular bell wiring wire with insulated staples; 
now we use magnet wire from number twenty to twenty-six, 
and in place of staples, we use thumb-tacks. Before a boy has 
finished the work he should put up at least one rather complete 
job with the bell wire and staples. We avoided the expense 
of the dry cells by putting in a transformer. Our equipment 
consists of a half dozen each of bells and pushes, a switch, 
annunciator, wire, staples, thumb-tacks, screw drives, hammers- 
pliers; expense, including transformer, about twenty-five dol- 
lars. 
The problems are those usually given: 

1. One bell and one push as found in the ordinary home. 

2. One push for several bells, so arranged that if any bell is out 

of commission the others will ring. 

3. Two bells, one push for each bell, and only one battery. 

4. Two bells and three pushes, any of the pushes ringing both 

bells. 

5. Return call with three wires. 

6. Connecting up annunciator. 

7. Selective switch. 

Our short experience has shown us that it will be some time be- 
fore we have these few problems adapted to our booth work 
in even fairly well graduated order. 



Institute op Teachers ^1 

Pumps and Pipe Fitting: 

This work is coming on even more satisfactorily than we antici- 
pated. The equipment consists of a pitcher pump, set length 
pump, a kitchen force pump and a hydraulic ram. Beside the 
pumps we have, of course, the piping, the more common fit- 
tings, wrenches, dies, cutter and pipe vise. Expense for equip- 
ment about forty-five dollars. 
Assignments: I. Dismantle and assemble the lift pumps. 

II. Connect up either pump with siphon so that pump may be used 

to either raise water or start siphon, by means of which the 
water is returned from upper booth to lower. 

III. Dismantle and assemble force pump. 

IV. Connect up force pump so that it may either be used to raise 
the water or start siphon. 

Measuring, threading and fitting pipe are brought into the work 
by changing the position of the tubs from which water is 
drawn and to which it is carried. 

The work in this booth is very practical and calls for some good 
thinking on the part of the boy. We also feel that there is 
much more in this phase of the work than we have so far 
brought out. 

Book Repairing and Binding. 

Assignment I. — Repairing books which are out of their covers, 
but otherwise in good condition. This simply calls for measur- 
ing, cutting and placing new supers, then pasting and putting 
the book into the press. 

Assignment 11.^ — Repairing books which need resewing, but whose 
covers are in good condition. This calls for cutting the back 
of the book proper down until there are no sections or until 
the book is made up of single leaves. Then the back is sawed, 
glued, sewed, glued again, super put on; then if necessary, the 
front and ends are cleaned, after which the covers are put on 
and the book put into press. 

Assignment III. — Repairing books where the back of the cover 
needs replacing; the book may or may not need resewing. If 
it does need resewing. Assignment II has prepared the pupil for 
it. In measuring for and getting out the cloth for the new 
back, the pupil finds good use for both judgment and frac- 
tions. 

Assignment IV.^ — Repairing book where covers need new cloth and 
the book may or may not need resewing. 

This assignment provides a fine opportunity for close measuring 
and neat hand work. In fact all cover work, whether in new 
or repair work, calls for both of these. 

Assignment V. — Calls for books where the boards are either lost 
or need replacing; such books usually need resewing. 

Assignment VI. — New work; for which the pupil is now prepared. 



92 Outlines of Lessons 

The pupils are finding that the work is interesting and requires 
intelligence as well as hand skill. The equipment is simple 
and inexpensive; and the work done quite satisfactory. 

Engines: 

Our equipment at present consists of one four cycle gas engine, 
but we plan soon to add a two cycle engine and a half horse 
power steam engine. 

First the boys of the class were told something of the theory of 
the gas engine. Then the boy with the best knowledge of the 
mechanism of the engine took a boy as helper and dismantled, 
cleaned, assembled and timed the engine. When the helper 
feels secure as to what he can do, he in turn becomes the 
leader and takes on a boy to help him. Naturally a boy 
must have made good along several lines before ^he is in- 
trusted with a job of this kind. 

Telegrahpy: 

This may not come under the head of simple mechanics, but as 
it is a pari of our work and is found in the shop, I shall men- 
tion it. 

The lesson^ are given out of the regular school hours — three times 
a week, from four to five. The class is taught by a Western 
Union operator and consists of two permit boys, one all day 
industrial boy, two boys from the grades and one high school 
boy. This class seems to serve a double purpose; it not only 
gives the opportunity to a few of those boys who are very 
sure as, to what they should do, but it takes the glamour off 
from the work for many others. 

Other activities are being planned and will, no doubt, be installed 
soon. 

We hear much of th^ opportunity of the boy of a generation or two 
ago to know something of many things which combined the use of 
both head and hand, and of the handicap of the boy of today because of 
a lack of such opportunity. We feel that the boy with even a small 
portion of aptitude and ambition who lives in our shop for a couple 
of years, need not be so badly handicapped in that way. 

We lay no claim to teaching any trade, except telegraphy, but we do 
aspire to have our boys become somewhat skillful with their hands, 
inclined to take initiative and able to do a bit of thinking on their 
own account. 

In a recent article Professor Dewey wrote: "They speak for the 
necessity of an education whose chief purpose is to develop initiative 
and personal resources of intelligence." And again! "The aim must 
be industrial intelligence rather than technical trade efficiency." If 
these statements hold anywhere they hold with the boys under six- 
teen, our Permit and All Day boys. 

C. F. Hill. 



Institute of Teachers 93 



Topic 9. 
SHEET METAL COURSE. (Permit.) 



John J. Metz, Milwaukee, Chairman. 

Roy J. Carver, Marshfield. 

W. L. easier, Superior. 

Acknowledgment. 

The writer herewith gratefully acknowledges the many helpful sug- 
gestions and hints, which he has received from the Messrs. 
Edw. Pickhardt and Geo. H. Bishop, his co-workers and prede- 
cessors in the sheet metal course at the Central Continuation 
School, Milwaukee. Much of the subject matter hereinafter 
described is the fruit of their pioneer labors. 

Object of the Course. 

The course is planned to give the pupil a workable knowledge of 
the methods of using the various tools and materials which are 
to be found in the ordinary tin jobbing shop. He is also 
taught to work from sketches and blue-prints. Many of the 
shop projects furnish problems for the drafting room and 
the work in arithmetic. 

Lesson 1. 

Description and names of tools used — Care of same. Different 
kinds of soldering. Hard solders. Soft solders. Proportions 
of tin and lead in common solder, fine solder and cheap solder. 
Melting points of the three grades. Influence of lead on the 
melting point. 

Fluxes. — Why used. Description of various fluxes. Method of 
cutting Muriatic acid. Reason for preparing it thus. Reason 
for diluting the cut acid when using it on tin. Metals for which 
raw acid must be used as a flux. 

Soldering Iron. — What made of. Why made of copper. How 
tinned. -Why sal Ammoniac is used in tinning the soldering 
iron — Acid dips — their composition and use. Precautions 
against allowing sal ammoniac to come into contact with bright 
polished steel tools. 



94 Outlines of Lessons 

Lesson 2. 

Soldered joints. Lap joint. Butt joint witli strap. The strips of 
tin used for these soldering exercises are about l"x4". Empha- 
sis is put on making clean joints, without superfluous solder. 
Caution pupils against overheating soldering irons. Give rea- 
sons. 

Lessons. " ' i. i^: ".ii? 

Explain use of bar folder. Demonstration of its use. Practice 

work on single and double folds, use of hand seamers. Single 

and double fold joints. Soldering these joints as a further 

soldering exercise. 

Lesson 4. 

Straight sided oblong box. Layout on paper. Layout on tin from 
sketch or blueprint. Cutting out the blank. Single folding 
the top edges of the sides and ends. Bending up the sides and 
ends. Soldering the corners. 

Lesson 5. 

Dust pan with straight sides and back. Layout on tin from sketch 
or blue print. Cutting out the blank. Double folding the front 
edge and the top edges of the back and sides. Bending up the 
sides and back. Soldering the sides and back together. Lay- 
out of handle. Double fold edges. Bend to shape. Soldering 
handle to pan. 

Lesson 6. 

"V" trough for chicken feed. Laying out blank from galvanized 
iron. Double folding two edges. Laying out blanks for ends. 
Double folding four edges on each end piece. Soldering ends 
to trough. 

Lesson 7. 

Match box for holding large size box of matches. Laying out blank 
for back and bottom. Single folding three edges. Bending to 
shape. Laying out blank for box. Bending to shape. Solder- 
ing box to the back. 

Lesson 8. 

Oblong tray with flaring sides. Double fold top edges of sides and 
ends. Bending to shape and soldering ends. 

Lesson 9. 

Explain use of wiring machine. Adjustments of same. Demon- 
stration on straight work. Practice work on straight edge 
wiring. 



Institute of Teaciikks 95 

Lesson 10. 

Square, straight sided cake tin, double folded corners which must 
be tight without being soldered. Top edges wired. 

Lesson 11. 

Bread pan with flaring sides. Double folded corners. Top edges 
wired. 

Lesson 12. 

Mail box (galvanized iron). Sloping top with hinged slot cover. 
Hinged bottom with spring catch or hasp for padlock. 

Lesson 13. 

Pishing tackle box. Hinged cover with hasp for padlock. Re- 
movable tray. 

Lesson 14. 

Explain use of Bending Rolls. Adjustments of same. Demonstra- 
tion. Practice work. 

Lesson 15. 

Napkin ring. Double fold on two edges. Soldered longitudinal 
seam. 

Lesson 16. 

Explain use of burring machine. Adjustment* of same. Demon- 
strations on round work. Practice on round and curved work. 

Lesson 17. 

Drinking cup, with handle. Top edge double folded. Single lap, 
soldered longitudinal joint. Bottom flanged with burring ma- 
chine. Test whether cup is watertight. 

Lesson 18. 

Vi peck measure (galvanized iron). Single folded longitudinal 
seam. Double seamed bottom — wired top edge. 

Lesson 19. 

Funnel. Wired top. 

Lesson 20. 

Automatic drinking fount with cylindrical body for poultry. Gal- 
vanized iron. Single fold longitudinal seam. Ends flanged and 
soldered. 



96 



Outlines of Lessons 



Lesson 21. . 

Square or cylindrical automatic feed hopper for poultry (galvan- 
ized iron). 

Pupils are encouraged at all times to bring any repair work which 
they may have at home and fix it at the school. Aid is also 
given them in projects of their own, if the work is within their 
power. Fireless cookers, special poultry food hoppers, aquar- 
iums, bread boxes, cash boxes, boxes for legal papers, wind 
mills, etc., have been made. 

Cost of Lessons. 

The cost of lessons 1, 2, 3, 9, 14 and 16 is very trifling. The tin 
used for this practice work can be cut out of waste pieces or 
discarded exercises. The cost of the muriatic acid is 15c per 
pounxi, sal ammoniac 18c per pound, solder 29c per pound. 
One pound of muriatic acid and 5 pounds of sal ammoniac will 
be sufficient for an entire session. 20x28 I. C. tin and No. 28 — 
30x96 galvanized iron is the material used for the projects 
enumerated. The tin comes packed 112 sheets in a box cost- 
ing $7.85. Twelve sheets of the galvanized iron weigh about 
200 pounds and cost $7.70. 

Cost of material used in the projects described in the foregoing les- 
son plan: 



Number of 
Lesson 


Oo€t per 
Pupil 


Cost F'er 
Class of 20 


NumbcT of 
Lesson 


Cost per 
Pupil 


Cbst per 
Class of 20 


4 


$0.01 
0.025 
.075 
.015 
0O75 
.02 
.0275 
.04 


$0.20 
.50 

i.go 

.30 

.15 
.40 
.55 
.SO 


13 
15 
17 
18 
19 
20 
21 


$0,055 
.0025 
.0125 
.045 
.025 
.09 
.12 


$1.10 
05 


5 


6 


25 


7 


90 


8 


50 


10 


1 80 


11 


2 40 


12 














.038 


.76 













Cost of Equipment. 

The following equipment is based on the requirements of a class of 
twenty pupils. It will be found ample for any of the work mentioned 
fn thg Je^son plsin and will, with a few additions, do service for a clas^ 



Institute of Teachers 97 

in metal work as well. The prices given are Milwaukee quotations arid 
are subject to variations. 

6 Prentice vises — 3%" jaws. 

6 Parker self adjusting, swivel bottom vises, 4%" jaws. 

1 Tinner's hatchet stake. 

1 Bevel edge square stake. 

1 Creasing stake with horn. 

1 Double seaming stake with 4 detachable heads. 

1 Hollow mandrel stake. 

1 Conductor stake. 

1 Beak horn stake. 

1 Small wiring machine. 

1 Small burring machine. 

1 30" adjustable bar folder. 

1 Patent slip roll former. 

2 Doz. 12 oz. ball pein hammers. 

Yq Doz. 8 oz. tinner's riveting hammers. 
V2 Doz. 8 oz. tinner's setting hammers. 

3 No. 3 hand groovers. 
3 No. 4 hand groovers. 
6 No. 6 riveting sets. 
1/^ doz. %" cold chisels. 

Va doz. 16x24 steel squares. 

1 3 ft. steel tinner's scale. 

2 doz. 2 ft. folding rules. 
1 doz. 6" dividers. 

V2 doz. 6" flat pliers. 

14 doz. 7" cutting nippers. 

% doz. 3" tinner's snips. 

'V2 doz. asst. solid punches. 

1 %" hollow punch. 

1 1/2 " hollow punch. 

1 %" hollow punch. 

1 %" hollow punch. 

1 ■%" hollow punch. 

12 pr. 2 lb. soldering coppers. 

2 doz. handles for soldering irons. 
2 doz. tinner's mallets. 

2 doz. 10" flat bastard files. 

1 doz. 10" half round bastard files. 

1 doz. 8" round bastard files. 

14 doz. oilers. 

The cost for the above will be about $250.00. 

Besides the above, the following equipment will be required: 

7 — 8 ft. work benches. 

It will be found advisable to cover the tops of these benches with 
about 16 gage iron. 

7—1. T. 



98 Outlines of Lessons 

1 — 20 compartment work storing cabinet. 
8 Gas or gasoline soldering iron heaters. 

A tool room will be found to be a most valuable addition. It is a 
great aid in developing systematic and orderly habits in the pupils. 
Furthermore it affords a check on the state of the equipment at the 
end of each period, and the number of tools lost is cut down to a mini- 
mum. 

A squaring shear is another article that will quickly save its cost by 
cutting down useless waste. The material can be cut to the approxi- 
mate sizes required for the various problems and then stored in the 
tool room until called for by the pupils. The pupil still has the prob- 
lem to cut the blank down to the true size, but the chance of wasting 
a Avhole sheet of tin is taken away. The cost of this tool would add 
about $38.00 to the total cost of the equipment. 



\ . Institute of Teachers 99 



l " Topic 10. 

MILLINERY IN INDUSTRIAL OR CONTINUATION 
SCHOOLS. 



Mabel Burke, Appleton, Chairman. 

Jeannette Antrum, West Alli.s. 

Lydia A. Broadbent, Neenah. 

In discussions of industrial education for girls the question "Why" 
has been answered by articles showing on the one hand, the fate of in- 
dustrial drifters and on the other, the industries' need of efficient work- 
ers. The question "How" has received less attention. The taxpayer 
counting the cost of this new type of school work — and the educator 
planning a program need a clearer understanding of industrial condi- 
tions in their relation to the methods and results of school work. 

The millinery trade is an exceptionally good example of the complex- 
ity of the task of training women workers. It is primarily a woman'.s 
trade, as of all milliners 98 per cent are women. There are about 8,000 
women working in millinery shops in New York. In no other occupa- 
tion except garment trades are so many women employed. It seems an 
attractive trade because of the scope it offers for taste and skill — and 
yet diversity in the trade demands rapid changes in style, process and 
workroom organization. 

The lack of standard in wages, the long periods of unemployment 
and the long working day raise many questions as to the advisability 
of training girls for the millinery trade. 

Seventy-one per cent of the shops in New York investigated by the 
Committee on Women's Work, reported working over time during the 
busy season. In only eight shops was the work less than 50 hours per 
week. 

The average wage for an inexperienced worker in millinery whole- 
sale houses is $7.00 per week. The average wage for expert millinery 
women is $75.00 per month. 

It seems to be increasingly difficult for a girl who wishes to be a mil- 
liner to learn the trade in the workroom. Employers have no time for 
learners— and the girl finds that learning the trade is nothing but run- 
ning errands. Not only does she find difficulty in learning the trade, 
but if she is fortunate enough to receive good instruction in one estab- 
lishment, she may find the demands in the next so different that she 
Ibecomes an apprentice again. 



100 Outlines of Lessons 

What are trade schools— and industrial schools doing for these girls? 
How are they equipping them not only to earn a weekly wage but to 
play an intelligent part in the industrial situation? 

We should not merely aim to teach the girl to trim her own hats — 
she should be taught the use of millinery materials in every possible 
conceivable form ever known in past millinery trade. A millinery 
teacher should be as rigid a drill master as the teacher of the multipli- 
cation table. The girl must learn how to renovate every kind of ma- 
terial known to the trade. She must understand the weave and 
strength of material — she must understand exact measurements — and 
accuracy and neatness — she must be taught color and color combina- 
tions, and she must be taught speed. 

Why shouldn't the girl be taught all this in the industrial schools — 
at the same time she is learning how to sew and cook. Why shouldn't 
she learn all this even though she may never work at the trade? Why 
shouldn't she be taught the fundamental principles of millinery so thor- 
oughly that if she does go into the trade she is in a position to demand 
at least a living wage— instead of begging for the privilege of running 
errands. All girls cannot be taught to be creative milliners — but any 
girl can be taught to be a neat, accurate maker and the average wage 
of experienced makers in wholesale houses is $15.00 per week. 

There are two primary essentials for teaching millinery — constant 
investigation of industrial conditions and a thorough study of the social 
conditions, personal characteristics and general schooling of the girls 
who are being trained. 

Fitting the right worker to the right place involves knowing all about 
the worker and all about the place, — an efficient teacher and a well de- 
veloped system of observing tendencies and changes in the trade in the 
locality in which the school is placed. 

The boys in our state become 16 and fit into work of many kinds. 
The girl becomes 16 and only a small per cent have education enough 
to be clerks or office girls. Why not give her a chance to be a good 
seamstress or a good milliner? Our all day industrial girls receive mil- 
linery instructions one hour each day and sewing one and one-half hours. 
They are taught from a trade view point. The Permit class receive 
millinery instruction one hour each week and are given a choice be- 
tween millinery and sewing. Their instruction embraces Home Mil- 
linery. The special girls are each a special case. 

The need for industrial education is so great that its development as 
part of the public school system is assured. The difficulties in learning 
the millinery trade are not fundamentally different from those encoun- 
tered in other trades. Every young woman should be taught some use- 
ful livelihood which she might pursue until marriage, in some cases 
after; — and which, is an insurance if, — after marriage she is again 
thrown upon her own resources. I believe this is as true as that every 
young woman should learn the elements of household management so 
that she may intelligently direct a home, if it comes to her. 



Institute of 'rEACHERi^ lOl 

I'he following is the outline which I used in my millinery class dur- 
ing the past year and which proved quite successful. I feel however 
that a few changes could be made to great advantage. 

The class of people who took up the work were not learning it for 
trade, but merely for the purpose of knowing something of the subject 
for their personal enjoyment. Consequently the sample hat proved to 
be something of a bore and took a greater length of time that had been 
planned, bringing the making of the velvet hat so late in the season 
that some did not care to undertake it. 

In planning the course again I should start the velvet shape imme- 
diately after one or two lessons on the sample bandeau, warning the 
pupils not to buy expensive materials for their first attempt. In this 
way a hat could be completed before the middle of the term. Then the 
time between the end of the first term and the beginning of the spring 
millinery season could be devoted to lessons on the manipulation of 
wire, making of bows, folds, platings, etc. 

Intense interest was shown in the flower lessons which came just 
before Christmas. Several of the pupils sold their products, to say 
nothing of the ideas for gifts which they suggested. 

My greatest difficulty was in getting up to date materials for nly class 
at the time they were needed. In a small town there is so little to 
select from. 

Lotta M. Lower, Grand Rapids. 

P. S. I had a six months subscription to "The Illustrated Milliner," 
which proved very helpful in suggesting correct styles. Illustrated 
Milliner Co., 656 Broadway, N. Y. 

Permit Girls 

Elementary 
"Fall Course" 

I. Bandeau. 

1. Learning of different kinds of materials used in millinery. 

2. Learning of different kinds of wire used in millinery. 

3. Learning of different kinds of stitches used in millinery. 

II. Small Buckram Hat. 

1. Frame 

III. Covering of Brim. 

1. Facing 

2. Lining 

IV. Covering of Crown. 

1. Folds, etc. 

V. Flowers. 

1. One of each kind 

VI. Retrimming. 

1. Velvets — ribbons, laces, feathers, etc. 

VII. Own Fall Hat. 

VIII. Own Fall Hat. 

IX. Own Fall Hat. 



102 Outlines of Lessons 

X. Velvet hems — slip stitching. 
XL Bow making. 

1. Wiring of laces and ribbons 
XII. Platings. 

"Fall — Advanced Course" 
Practice Work 

I. Turban. 

1. Fitting of velvet flange 

2. Plain facing 

II. Draping crowns and trimming. 

III. Own fall hat. 

IV. Own fall hat. 

V. Own fall hat. 

VI. Fur work — muff — hat. 

1. Fur combined with satin and velvet. 

VII. Fur combined with satin and velvet. 

VIII. Fur combined with satin and velvet. 

IX. Mitered corners. 

1. Hemming veils. 

X. Talk on colors — styles — sources and value of materials. 

XI. Order work. 

XII. Order work. 

Course for High School Girls, College Girls, Permit Girls, 90 min- 
ute period. 

Course consists of Elementary work. 
Fall Course — 12 lessons 
Spring Course — 12 lessons 

Course consists of Advanced work. 
Fall Course — 12 lessons 
Spring Course — 12 lessons 

Course for Evening, Continuation and Trade Schools. 

All applied to own work for home use. 

Teach different millinery principles as opportunity presents itself. 

Elementary. 
"Spring Course" 

I. Wire Ladders — Crown bands. 

II. Small wire sailor and mushroon hats. 

III. Binding problem. 

Binding wire frame — covering of tarlaton. 

IV. Three bindings. 

V. Chiffon folds for brim. 

VI. Shirred facing. 

VII. Mounding Rice Net and Willow frames. 

VIII. Own spring hat. 

IX. Own spring hat. 

X. Child's hat— rossettes — flowers. 
XL Child's hat — rossettes — flowers. 
XII. Baby bonnet or boudoir cap. 



Institute op Teachers lO^ 



"Spring — Advanced Course' 



I. Copying wire frame from pictures. 

II. Old Ladies bonnet. 

1. Draping 

2. Lining 

3. Trimming 

III. Nurses' bonnet. 

1. Folds 

2. Hemming of veils 

IV. Mourning millinery. 

1. Hat — veil — etc. 

V. Own spring hat. 

VI. Own spring hat. 

VII. Child's spring hat. 

VIII. Order work. 

IX. Order work. 

X. Order work. 

XI. Lace or Lingerie Hat. 

XII. Lace or Lingerie Hat. 



MILLINERY— CONTINUATION. 

Lesson I. 

Making plain straight bandeau, using practice material (cotton 

flannel). 
Principles involved. 

1. Opening wire — straightening for use. 

2. Cutting buckram, having smooth edges. 

3. Wiring edge of buckram — wire stitch, (buttonhole) lapping and 

fastening ends. 

4. Cutting bias bindings of crinoline. 
Rule for cutting a true bias. 

Creasing and stretching binding, ready for use. 

5. Binding the wired edge of buckram using stab stitch. 

6. Placing of outer covering — stretching and pinning, sewing to 

the crinoline binding with the catch stitch. 

7. Putting on under facing. 

Edges turned under, stretched and pinned. 

Edges sewn together with the invisible slip stitch. 

Lesson II — VI. 

Making sample hat — (Half model — straight sailor). 
Principles involved. 

1. Instructions for copying models — taking accurate measure- 

ments. 

2. Cutting paper patterns. 

3. Cutting shape from buckram. 



104 Outlines of Lessons 

4. Wiring the buckram shape. 

Crownbaned — outside edge — top of crown — base of crown. 
Binding all wired edges. 

5. Cutting and stretching material. 

Inner, under facing — half back stitch. Top covering. 
Outer under facing — both edges finished with wires. 

6. Covering top and side crown. 

7. Hat linings. 

8. Sewing crown to brim. 

Lesson VII. 

Lesson on plaitings (Practice material — crinoline). 

1. Single plait. 

2. Box plait. 

3. Double box plait. 

4. Rose plait. 

5. Fluting plait. 

6. Fish bone plait. 

7. Single plait with turned corner. 

8. Shell trimming. 

Lesson VIII. 
General instruction in making books — Illustrated in practice mater- 
ial. Making of folds. 

Lessons IX — XI. 

Demonstration and instruction in making silk and ribbon flowers. 
Bondoir caps — childrens bonnets, etc. 
Selection of buckram shape for individual hats. 
Planning the hat— kind of material, amount etc. 

Lesson XII. 

Lesson in manipulation of wire. 

Samples — wire ladder, 9x2" 

Sample — small crown band. 

Practice in measuring wire cutting, turning, tying, etc. 

Lesson XIII. 

The remainder of the lessons are devoted to making and trimming 

the individual hats. 
Each pupil is required to make a wire shape — which may be used 

as a foundation for a lace, or a straw hat. 
Sewing of various straw braids. 

Instruction on blocking frames, and making plaster casts. 
Type written instruction are given out for renovating materials^ 

millinery receipes, etc. 



Institute of Teachers 105 

Topic 11. 
LAUNDERING. 



Margaret Nelson, Beaver Dam, Chairman. 

C. W. Schwede, Grand Rapids, 

Rebecca Von Kaas, Slieboygan. 

History 1. 
Mechanical Process. 
Steps. 

Lesson I. 

a. The treading, pounding, rubbing on stones — anything to create 

friction. 

b. Introduction of wash board. 

c. Origin of ironing — smoothing with sticks. 

d. The mangle. 

e. Invention of starching — the outgrowth of the ruffs of Queen 

Elizabeth. 

f. The first public laundry 1832. 

g. A history of primitive methods as used today in France, Nor- 

mandy, Holland, Germany, etc. may be given here. 

Lesson II. 

Chemical Process. 
Steps. 

a. Wood ashes leached and clothes soaked in lye. 

b. Lye and grease from kitchen mixed. 

c. Neutral soap made. 

d. The nature and uses of other cleansing compounds as washing 

powders, alum, etc. 

e. Chemistry applied and textile study begun. 

Lesson III. 

Necessity of keeping clothes clean. 

Why soiled clothes are dangerous three fold: 

1. To remove dirt and thus keep pores in cloth open. 

2. To dry cloth and renew power of absorption. 

3. To destroy bacteria. 
Practical work: 

Show difference in absorbent power of different clothes when soiled 
and when not. 



106 Outlines of Lessons 

Lesson IV. 
Fabrics. 

1. The Vegetable Fibers, cotton and linen. 

a. Structure. 

b. Durability. 

c. Effect of acids on cotton and linen. 

d. Effect of alkalies on cotton and linen. 

e. Experiments to show effect of each. 

Practical work: 

Bleaching cotton and linen. 

Removal of stains. 

Setting colors before laundering. 

Lesson V. 

2. The Animal Fibers, wool and silk. 

a. Structure. 

b. Durability. 

c. Bleaching. 

d. Restoration of color. 

e. Effect of water upon. 

f. Effect of heat upon. 

g. Effect of acids. 

h. Effect of alkalies. 

Practical work: 

"Washing of woolen fabrics. 

Observing: 

a. Temperature. 

b. Eliminating rubbing and twisting. 

c. Use mild soap in solution. 

d. If water is softened use ammonia or borax. 

Lesson VI. 

Review of animal fibers. 
Practical work: 

The washing of silk fabrics. 

Observe same rules as for woolen fabrics. 

Remembering: 

1. Heat turns silk yellow. 
2. Strong soap and alkalies destroy gloss and turns silk yellow. 
3. Friction breaks and weakens fibers. 

Lesson VII. 

Review previous lessons. 
Practical work: 

Ironing of woolen and silk fabrics. 



Institute of Teachers 107 



Lesson VIII. 



Water. 

1. Properties as a solvent, as a carrier. 

2. Kinds: hard and soft. 

3. Hard water. 

a. Temporarily hard. 

b. Permanently hard. 

Practical work: 
Treatment of temporarily hard water. 
Treatment of permanently hard water. 

Lesson IX. 

(Review Lesson VIII). 

Soaps. 

1. As a cleanser and as a disinfectant. 

2. Formation of soap. 

3. Foreign materials used in soap and purpose of each: resin soda, 

borax, kerosene, sand, pumice, medicines, etc. 

Practical work: 
Make soap. 

Lesson X. 

Review soap. 

Use of as a detergent. 

Recipe : 

iy2 oz. white castile soap. 
1 oz. alcohol. 
1 oz. ether. 
4 oz. ammonia. 

Soap substitutes: 
Bran water. 
Starch water. 
Soap bark water. 

Lesson XI. 

Making of soap solution for: 

1. Ordinary purposes. 

2. Soaking clothes. 

3. Washing colored clothes. 

4. Washing much soiled clothes and delicate colors. 



108 Outlines of Lessons 

Lesson II. 

Methods of washing: 
Sorting of clothes, etc. 
Bluing: 

a. Kinds. 

b. To make. 

c. To use. 
Practical work. 

"Washing of tea towels. 

Lesson XIII. (Methods of washing continued). 
Practical work. 

Washing table and bed linen. 
Ironing of tea towels. 

Lesson XIV. Method of washing reviewed. 

Starching. 
Practical work. 

Washing of body linen. 

Making starch. 

Ironing table and bed linens. 

Folding table and bed linens. 

Lesson XV. 

Method of ironing starch clothes. 
Irons, kinds, use, etc. 
Practical work. 

Washing night gowns, aprons, etc. 

Lesson XVI. 

Stiff and clear starching. 

Wash tailored waist. 

Ironing and folding night gowns and aprons. 

Lesson XVII. 

Washing laces and colored clothes. 
Starching and ironing tailored waist. 

Other lessons that may be taken up are: 
1 Equipment. 

Situation of room. 

Ventilators. 

Study of type, cost and arrangement. 
2. Dry cleaning — gasoline, ether, chloroform, fuller's earth, animal 

charcoal, etc. 



Institute of Teachers 109 

3. Special cleaning of such articles as laces, elastic goods, dress shields, 

corsets, feathers, raincoats, veils, chiffon, neckties, gloves, straw 
hats, etc. 

4. Dyeing of different fabrics, cotton, linen, woolen, silk. 

5. Dyeing of straw hats, felt hats, feathers, etc. 

Bibliography. 

"The Laundry" by Flora Rose. Bulletin No. 11, published by the Cor- 
nell Reading Course, Ithaca, N. Y. 

"Approved Methods for Home Laundering," by Mary Beals Vail. Pub- 
lished by the Proctor & Gamble Co., Cincinnati, 0. 

"Laundering," by L. Ray Balderston. Published by L. R. Balderston, 
1224 Cherry St., Philadelphia, Pa. 

"Laundry Work," Juniata Sheppard. Whitcomb & Barrows, Hunting- 
ton Chambers, Boston, Mass. 

"Foods and Household Management," Kinney & Cooley; pp. 365-380. 
Published by McMillan Co., New York, N. Y. 

"Household Science and Arts," Josephine Morris; pp. 194-200. Pub- 
lished by American Book Co., Chicago, 111. 

"The Complete Home," Clara Laughlin; pp. 137 259. Published by D. 
Appleton & Co., New York, N. Y. 

Magazines: 

Suds, Syracuse Chemical Co. 

American Laundry Journal, Troy, N. Y. 

Starch Room Laundry Journal, Cincinnati, Ohio. 



LAUNDERING. 

' By Margaret Nelson, Beaver Dam. 

In outlining these lessons, the committee realize that they will have 
to be varied to suit the needs of the girls in school and in their homes, 
to the equipment and to the time allotted. 

The lessons may be combined to suit the various articles to be 
laundered and at the same time illustrate the principles involved. For 
instance if one wishes to teach that alkali is yellow and dissolves wool; 
that any change in temperature causes the scales of the fibers to inter- 
lock thus causing shrinkage; that friction knots them by twisting 
and turning, the tests may first be given, after which the girls wash 
the two types of woolen garments — woven and knitted. One of the 
garments should be white and one colored. 



110 Outlines of Lessons 

starching Is likewise taught by laying stress on the various kinds of 
starch and how to make and use starch paste. In the practical work 
two or three garments should be chosen that need different kinds of 
starching. 

In teaching soaps and bluings different kinds could be used in tests 
observing color, stickiness and odor of soaps and solubility and color 
tints of the bluings. 

A great deal of time should be given to the removal of stains and 
tests given for the removal of stains on various kinds of materials. 
Enough work should be given to make the pupil assume individual 
responsibility, when a stained garment is to be washed. This affords 
one of the very best opportunities of impressing the economies of stain 
and dirt removal. 

In most of our schools the work in laundry must be given by our 
teacher of cookery in her kitchen. In such cases the equipment must 
be portable and miniture in size if individual work is to be done. 
Enamel pans or small tubs may be used on the table tops, the articles 
being rinsed and boiled in the same pans. The principles involved will 
have to be taught in connection with the laundering of such small arti- 
cles as napkins, hand towels, caps, aprons, ribbons, laces, knit hoods, 
gloves, etc. 

For ironing, small boards like dough-boards can be covered and used 
on the table, or each girl may be given a spuare of padding and a 
square of muslin which can be fastened to the table top with thumb 
tacks. The irons may be heated on their individual stoves. 

The problem of a special laundry room and individual equipment for 
each pupil requires a large expenditure of money and is therefore a 
future problem in most of our schools. 

There are several phases in the thorough teaching of laundry: as a 
necessity for sanitary and econoniic reasons; as a comfort and luxury 
for esthetic reasons. 

It surely affords an excellent opportunity of impressing lessons taught 
in personal hygiene: first, that the body is constantly throwing off 
waste through the pores of the skin and that these wastes are taken up 
by the clothing causing them to lose their absorbing and heat retain- 
ing power and preventing the free passage of air to supply oxygen, 
second, that soiled clothes may be the bearer of disease germs. The 
remedy in both cases is the free use of soap, water and heat. 

It can be shown from actual calculation that cleaning has a great 
economic value. The study of a few laundry lists comparing prices 
with the cost of having things cleaned in the home will substantiate 
this. For instance it costs three dollars to have a wash dress dry 
cleaned. At home the same dress may be cleaned equally well with 
proper methods in one-half an hour and ironed in one hour, in all one 
and one-half hours. What one of our girls is earning two dollars per 
hour? Not only is there the saving from a money standpoint, but a 
saving in the life of the garment as the owner is naturally more care- 
ful than a disinterested party. 



Institute of Teachers 111 

Another element in teaching laundering is the ways to overcome 
disorder and confusion of the dreaded "Wash Day". There should be a 
regular systematic procedure of the work, such as mending, counting, 
marking, sorting, soaking, washing, boiling, rinsing, bluing, starching, 
etc. The equipment should be placed in a convenient way. 

Laundry is a science and with care it can be made an art that is a 
pleasure to practice. 



THE ANDREWS INSTITUTE FOR GIRLS. 
S. D. Shankland. 

The Andrews Institute for Girls is located in Willoughby, Ohio, 
eighteen miles east of Cleveland on the New York Central lines. It ia 
a practical school to render girls self-supporting. It began to offer 
instruction April 4, 1910. The age limits for entrance are ten to six- 
teen years, inclusive, the average age of students being fifteen and one 
half years. The enrollment at present is two hundred girls, of whom 
ninety live in the six boarding cottages, and the balance live at home 
or work for their board in the vicinity. A number of those who live at 
home go back and forth daily, either by steam or electric railroad, 
tlieir places of residence being Cleveland, Painesville, and other nearby 
towns. The school year consists of forty-four weeks, and the school 
liours are from 8:30 A. M. to 4:30 P. M. 

Willoughby is a town of a little over two thousand inhabitants of 
the New England type, common on the Western Reserve, and was the 
seat of three educational institutions in its earlier days, one of these 
furnishing the nucleus for the Western Reserve JMedical College at 
(Cleveland. The Medical College was followed by a Female Seminary, 
which was later moved to Painesville, and still continues there under 
the name of Lake Erie College. 

Great deeds are born of great thoughts, and great institutions must 
first be developed in the minds of some broad minded persons who can 
put aside the unimportant and petty details of the present, and witii 
clear vision comprehend the forces which will shape human interests. 
Such foresight was displayed by Mr. and Mrs. Andrews in elaborating, 
in their wills, their ideas for a school for girls, to be founded in their 
native town. Mrs. Andrews, whose maiden name was Margaret M. St, 
John, was born and lived in Willoughby, where her father was a prac- 
ticing physician. Mr. Andrews was a successful owner and operator of 
coal lands in the Mahoning valley. He organized several blast furnaces 
in that district. He became widely interested in Pennsylvania oi! 
property and formed several companies, which later combined with the 
Standard Oil Co. and he was one of the original directors, of that com- 
pany. After his marriage in 1867 he made his home in Willoughby, 



1 12 OuTT.iNKS OF Lessors 

but moved to New York City in 1879. He promoted the New York 
Steam Heating Co., a bold and wide reaching enterprise for heating 
the buildings of Manhattan Island, by steam conducted in iron pipes 
through the streets of the city. Mr. and Mrs. Andrews lost their lives 
by the burning of their home in New York April 7, 1899. 

On May 13, 1902 the institute was organized, but owing to prolonged 
litigation, the funds were not available until the summer of 1909, and 
the school was opened in the following spring. The old St. John-An- 
drews residence is the temporary school building, and in addition the 
school has a steam laundry building, a two story gymnasium and six 
boarding cottages. The board of trustees consists of seven members. 
Tlie governor of the state of Ohio, the congressman for the time being 
of the district in which Willoughby is located, the treasurer of the 
county, and the mayor of Willoughby are named as ex officio members. 
There are three life members of the Board of Trustees, one of whom 
was named in the will, and provisions for the other two were made in 
the law of the state of Ohio, under which the Institute is incorporated. 

The school has recently purchased 267 acres of land on the east side 
of the Chagrin River, opposite the village of Willoughby, extending for 
over a mile along the river from the New Y'ork Central tracks on the 
north to within a short distance of the east branch of the river, and 
skirted on its eastern boundary by the Kirtland Road which leads to 
the old Mormon Temple. It is a beautiful property of native forest 
trees, nut grove, orchards, fertile fields, valleys and brooks. Under 
the State Forestry Department tree life has been greatly encouraged, 
and many thousands of timber seedlings have been transplanted. 

The property is undergoing improvements, preparatory to the erec- 
tion of permanent buildings. It is planned to accommodate one thou- 
sand girls on the cottage system. 

About seventy five per cent of the students now enrolled are pursuing 
the dressmaking course. Students in this course devote over half their 
time to sewing, or dressmaking, the remainder being assigned to such 
branches as cooking, costume designing, English, laundry, textiles, and 
art needle work. 

There are six regular grades in sewing. In the elementary room, 
the work consists of training in the fundamental stitches, the use of 
the sewing machine, plain seams, patching, darning, cutting and join- 
ing of bias strips. Practice is secured by making such garments as 
sewing aprons, cooking aprons and caps. 

In the next grade is included the making of fancy stitches, taking of 
measures, use of drafted patterns and manipulation of machine attach- 
ments, and the planning, cutting and making of underwear in consid- 
erable variety. 

Children's wear forms the basis of instruction in the next room. The 
use of commercial patterns is emphasized, and there is a study of ma- 
terials and trimming suitable for children's clothes. The garments 
planned, cut and made include a simple child's dress, a lingerie dress, a 
boy's suit, and a layette for a baby. 



Institttte of Teachers 113 

In the first grade dressmaking, the course includes the drafting of 
skirt, shirt waist, sleeve, and kimono waist patterns. Various designs 
are evolved from the Hat draft, and these designs are carried out in 
striped paper in full size, and on the half scale. Simple house and 
school dresses in wash goods, such as gingliam, percale, and ratine are 
planned, drafted and made. Then come sailor suits, middy blouses 
and simple lingerie waists, and tailored shirt waists. Special emphasis 
is laid on tlie taking of measures. 

In tlie fifth room, pattern making forms the basis of the work. The 
tlieory and practice of taking measures and manipulating the skirt 
draft are followed by pattern making from designs. Waist forms are 
padded to individual measurements. Students cut, fit, press and finish 
a wool dress. They have the drafting, cutting and boning of the tight 
fitted lining, sleeve and collar. At the end of tlie course each one 
makes a fancy waist and a silk dress. 

The trade dressmaking room aims to give the pupil practice in many 
kinds of dressmaking under trade conditions. The following points 
are emphasized: first, the meeting and advising of customers, suiting 
styles to individuals, and the harmonious combination of materials and 
colors, second, workmanship, including speed, accuracy, handling of 
material, draping, fitting and finishing; and third, shopping and buying. 
Tlie work in the trade room is done for outside customers, on a com- 
mercial basis, and as soon as a student's proficiency warrants, the stu- 
dent goes from this room, either to work in a shop, or to make dresses 
for customers in private homes. 

Tiie school has its own stock room where supplies, such as thread, 
needles, buttons and ordinary materials are kept in stock for class use. 
A complete system of accounting makes it possible to keep accurate 
record of all materials furnished teachers or students. Each garment 
is numbered, and when completed is carefully inspected by a committee 
composed of three instructors, who serve in this capacity for a week at 
a time. After the garment has passed inspection, it goes back to the 
stock room, and is credited to the one wiio made the original requisi- 
tion. In ordinary cases tlie student who makes the garment has the 
privilege of purchasing it at the cost of the materials. If she falls to 
do so, the garment is sold at its regular retail value to any customer 
who desires to buy. A small sales room is maintained for this pur- 
pose. The buying of goods for stock is done under the direction of the 
purchasing agent. One of our own graduates, who is employed at the 
school, makes trips to Cleveland at least once a week for this purpose. 
Local purchases are made by advanced students who also shop in Cleve- 
land, whenever we are able to furnish necessary supervision. 

In addition to the regular class in sewing, an elective class in art 
needle work gives opportunity to work in embroidery, knitting, and 
crocheting. This class turns out some very beautiful pieces; a dozen 
or more students won prizes for articles entered in this department at 
the Northern Ohio Fair last fall. 

8—1. T. 



114 OuTLliSTES OF LeSSON^ 

The Institute gives lessons in sewing, witliout charge, to the stu- 
dents of the public schools, who elect the course. Ordinarily the pub- 
lic school girls come to the Institute after the public school has closed 
for the day, or during the summer term, and the public school allows 
them the proper credit in making promotions. 

The course in drawing and costume designing is largely supplement- 
ary to dressmaking. At least one year of drawing is required before 
entering the dressmaking class, and a year of costume design while 
pursuing the dressmaking course. 

The courses in millinery are primarily for the use of the student 
for herself or family. We have not found millinery an attractive trade 
for graduates. The seasons are short, and there are other conditions 
which render it undesirable. 

The class in cookery meets twice weekly in the kitchens of the cot- 
tages. Each class spends one forenoon in the preparation of a meal, 
and the other session is held in the afternoon for more formal instruc- 
tion. Each student keeps a notebook, but no formal text book is in 
use. The first year includes planning, preparing,, and serving of simple 
breakfasts, luncheons and dinners. A study is made of cost of food 
and food values. Materials are weighed and measured. Canning, pre- 
serving and pickling are done in season. In the second year, foods are 
studied in groups. Some of the subjects covered are cakes, puddings, 
pastry, breads, candies, soups, vegetables, and salads. 

The last term of this year, each girl in turn is responsible for one 
dinner. She must plan her menu, having it cost no more than twelve 
cents a person, do her own marketing and assign tlie work to be done 
by the other members of the class. This is considered a final test in 
cooking for those who are not going to specialize in the subject. 

The elective course in the third year covers lunch room work, in- 
valid cooking, infant feeding, cooking for trade, and simple dietary 
standards. 

In the main school building a self-serving lunch room is conducted 
by advanced pupils. All students have the privilege of purchasing 
their noon lunch here at a reasonable price. Day students who do not 
take lunch at their own homes, have the choice of patronizing the 
lunch room or bringing box luncheons. They are not allowed to leave 
the school grounds. The noon lunch is served in one of the academic 
class rooms, by laying pine boards on the desks for use as serving 
tables. The price lists for two sample luncheons given below are 
fairly representative: 



Institute of Teachers 115 

Noon Day Luncheon. 

April 7, 1915. 

Chili-Con-Carne 04c 

Baked Potatoes 03 

Chipped Beef Sandwich 02 

Bread and Butter Sandwich 01 

Baked Custard 03 

Cookies, each 01 

Milk 01 

Coffee for teachers 04 

Noon Day Luncheon. 

March 18, 1915. 

Meat Cakes 03 

Potato Chowder 03 

Rolls, each 01 

Butter 01 

Apple Pie and Cheese .05 

Cocoa 02 

Milk 01 

Three or four advanced students, in charge of one of our own gradu- 
ates, who is paid for her services, prepare the school lunch. Those 
who patronize the lunch room take turns in doing the dishes. There 
are ten girls in each dishwashing section, and they do the work for a 
week at a time. Since there are a little over a hundred who patronize 
the lunch room, it follows that each one helps with dishwashing about 
once in three months. When the weather is pleasant, the whole school 
often repairs to the grove, which forms a part of the school property, 
on the banks of the Chagrin River, and there a picnic luncheon is 
served, with bacon, eggs and wieners cooked over little bonfires, as the 
favorite foods. These little noon-day excursions are taken without 
materially interrupting the regular school classes. Occasionally the 
farm wagons are requisitioned and groups of students go to the lake 
for picnics. 

Those who have been trained in cooking and serving, go out fre- 
quently to cook or serve for customers. On a recent occasion three 
girls undertook to provide the meals for a two days meeting of sixty 
dairymen, which they succeeded in doing to the satisfaction of all 
concerned. 

Our home making course is intended particularly for those who in- 
tend to earn their living by housekeeping. It has been organized only 
one year and so we cannot report definite conclusions as yet. The 
course is open to advanced students, and the following was the assign- 
ment of work during the year: 



il6 Outlines of Lessons 



Home Making Course. 
Age 16 Yrs. "Weekly 

Housekeeping 7 Periods 

Home Nursing 2 

Sewing 8 

Cooking 4 

Lunch Room 3 

Bookkeeping 6 

Laundry 3 

General Science 2 

35 

Some of the subjects pursued in the home making course are as fol- 
lows: 

Home Management. 

1. Womans part in making a home. 

2. Economy meaning 
Economy how applicable 

3. Buying 
Marketing 

in person 

4. Study to save 
time 

steps 
effort 

5. Stoves 
parts 

care , 

attention to drafts and cheeks 

6. Cellar-care. 

7. Arranging flowers in bouquets. 

8. Arranging flowers in rooms. 

9. Talks on re-arranging kitchen to save steps in cottages 2 and 5. 

10. Labor saving as the girls saw it. 

11. Talks on wall coverings in kitchen. 

12. Talks on floor coverings in kitchen. 

13. Window shades and drapes. 

14. Choosing a home either by buying or renting, 

(a) Location 

(b) Surroundings 

(c) Neighborhood 

(d) Frontage 

(e) Drainage 

15. Talk on exterior appearance of windows as well as for convenience. 



Institute of Teachers 117 

16. Observation lessons on above. 

17. Library looking at copies of House Beautiful for design in kitchen, 

18. Drawing plans for kitchen. 

19. Preparing turkey. 

Tests for determining sex of turkey. 
Tests for determining age of fowl. 

20. Butter making — 2 lessons. 



Home Nursing. 

1. Lessons in first aid. 

2. Hints to girls: 

General conduct. 

How to choose friends. 

Responsibility of a wife and mother. 

The value of health and how to maintain it. 

Dress, breathing and exercise. 

3. Baths: 

For cleanliness. 
For temperature. 
Foot bath in pail. 
Foot bath in bed. 
Steam bath in tub. 
Steam bath in bed. 
Sitz bath. 

4. Obstetrics. 

How to make the bed. 

Care of patient and baby. 

How to prepare for the doctor and how to wait on him. 

Hints to mothers. 

5. Other Treatments. 

Value of compresses and fomentations. 

Massage. 

General Kneading. 



Marketing. 

1. Actual work. 

Testing vegetables and fruits for freshness and quality. 

2. Learning different names and cuts of: — 

(a) Beef 
Pork 
Veal 

(b) Location of each. 

(c) Naming at sight. 

(d) Selecting meats for cottages once ^ week. 



118 Outlines of Lessons 

3. Learning cheaper cuts of meat and method of preparing same. 

4. Tests for determining whether fowls are a year old. 
Tests for determining sex of turkey. 

5. Drawing different cuts from memory. 

This class have the use of a seven-room house on the Institute 
grounds, which they use for class purposes. It is a house that would 
rent for about twelve dollars a month. They have cleaned the house 
and furnished it, the students doing their own buying under supervi- 
sion. The appropriation for furnishing was one hundred dollars, and 
while they could see many ways to use more, still they succeeded in 
keeping within the appropriation. 

The school has a laundry equipped with modern washer, extractor, 
mangle, drier, and all necessary apparatus. Students who take the 
laundry course have their own washing and ironing done without cost. 
They learn the operation of machinery, and have actual work in re- 
moving stains, setting colors, starching, sorting and handling colored 
clothes, flannels, silks and ribbons. 

Six boarding cottages are maintained, each one of which has accom- 
modations for from fourteen to twenty persons, and is in charge of a 
woman capable of managing and caring for the girls as a mother 
should. The girls living in these cottages are expected to assist in 
the house work, and are carefully trained in all matters pertaining 
to the home. A charge of two dollars per week is made for board. 
The actual cost of provisions per week the last year was one dollar 
ninety-six cents. The noon-day luncheon on school days is furnished 
by the school lunch room. A typical menu for a breakfast, and for a 
dinner are given below: 

Breakfast in Cottage. 

Fruit in season 
Cereal with cream 
Toast or Muffins 
Milk or Coffee 

Dinner in Cottage. 

Round Steak and Rice, casserole 
Creamed Onions 
Bread and Butter 
' Bavarian Cream 

Milk 

On any special occasion, such as birthdays, extra preparations are 
made. A menu for such a dinner is usually something like the one 
given below: 



Institute of Teachers 119 



Birthday Dinner in Cottage. 

January 14, 1915. 

Oyster Cocktail 

Roast Veal Candied Sweet Potatoes 

Bread and Butter 

Grape Fruit 

Ice Cream and Cake 

Milk 

Each cottage lias its own garden and flower beds, and both house 
mothers and students take much pride in their maintenance. 

Students in the sixth and seventh grades, or in what might be called 
prevocational classes, pursue the regular academic studies fitted for 
their age, and are given a variety of manual work, so that they may be 
able to form an estimate of the requirements for several lines of indus- 
try. The time schedule of the sixth grade girl is as follows: 

Sixth Grade. 

Age 11 years Weekly 

Reading 4 Periods 

Geography 5 " 

English 4 

Arithmetic 5 " 

Hygiene 4 " 

Drawing 2 " 

Sewing 5 " 

Art needle work 2 " 

Basketry 1 " 

Laundry j 1 " 

Agriculture 2 " 

35 

The younger students have many opportunities for out of door work 
and study. They maintain gardens on the school grounds, and go fre- 
quently to the farm, where they observe planting of crops, spraying of 
orchards, preparation of soil, and care of farm animals. Almost a hun- 
dred bird boxes are placed about the woods and orchards, and the 
little girls eagerly watch the doings of their feathered friends. 

The Ohio State Experimental station at Wooster has taken charge 
of the forest, orchard and nursery work on the school grounds. About 
eighty acres are used for these purposes. Many valuable chances for 
information come from these sources, in ways ranging from expert ex- 
planations of the way to trim a newly planted apple tree in the cottage 
yard to the elaborate demonstrations given at the time of our great 
Arbor Day celebration. 



120 Outlines of Lessons 

The health of the children is looked after by a school nurse. Com- 
plete medical examination is required. The school physician is a wom- 
an of judgment and experience, and the school has been especially for- 
tunate in freedom from serious illness. 

For exercise there is basket ball, dancing, and more formal exercises 
in the gymnasium. 

It is the annual custom to give a well prepared musical entertain- 
ment, suitably staged and in costume. In such ways school spirit is 
fostered, and the training in good music develops character. 

Experience has taught that manual work must be supplemented by 
well directed mental activity. The academic teaching in trade schools 
requires much skill, careful thought, and wise use of time. Arithmetic, 
Bookkeeping, English, Textiles, General Science, Spelling and Reading 
have been found desirable. Time is lacking to cover more than the 
essentials in each subject, but the aim is to teach those essentials very 
thoroughly. Our experience has been that when ambition to succeed 
in a trade has been aroused, that a desire for knowledge naturally fol- 
lows, and we agree with Ella Wheeler Wilcox when she wrote: 

I gave a beggar from my little store 
Of well-earned gold. He spent the shining ore 
And came again, and yet again, still cold 
And hungry as before. 

I gave a thought, and thru that thought of nilue 
He found himself, the man, supreme, divine' 
Fed, slothed, and crowned with blessings manifold; 
Aiid now he begs no more. 



Institute of Teachers l2l 



Topic 12. 
A COURSE FOR M.AIDS IN DOMESTIC SERVICE. 



Edith H. Conner, Sheboygan, Chairman. 

• Mrs. E. Tollefson, Manitowoc. 

Grace K. Wright, Two Rivers. 



The outline or course that we have given is merely a suggestive course 
and each teacher would have to use it as a basis or foundation and 
teach the subject matter as she saw fit. We have made no attempt 
to give the number of lessons on each topic or the length of time to 
be given to each subject. The length of time would depend largely 
upon the girl herself. One girl might grasp a given subject in one 
lesson while others would require a number of lessons on the same 
subject. 

The need of a well trained servant is keenly felt throughout the 
civilized work; and since home training no longer exists to any great 
extent, the only way out of the difficulty is the professional school. 

As a rule the girl who chooses domestic service as an occupation is 
below the average in intelligence and training. In fact the majority 
of them do not choose it as an occupation but just drift into it without 
knowing one thing about any kind of housework. Many of them have 
come from homes where the equipment of the home is very meager. 
They expect the mistress where they are employod to teach them to 
do the work, demanding the pay of a competent maid. 

A girl has reached the age of fourteen and she leaves school because 
the law no longer demands that she remain in school. She is ready 
to go to work and become one of the wage earners of the family. Up 
to that time her training or education has been along the line of 
academic subjects only with perhaps some elementary training in sew- 
ing and cooking if Domestic Science has been installed in that particu- 
lar town. It is after they reach fourteen that they generally take up a 
vocational training. Our schools are supposed to fit our boys and girls 
for life's occupation. And there are schools fitting them for almost 
every occupation under the sun but that of taking care of the home. 

The average girl who first applies for a position as house maid hasn't 
one qualification for doing efficient work. She has never been in a well 
organized home. Has come possibly from a home where the family 
has lived in one room. She doesn't know how to build a fire or how 
to take care of it after it is built. She can not cook the plainest kind 



122 Outlines of LessoMS 

of food or sweep a floor. Carpets, glass ware and silver she has never 
seen. It means that the mistress must remain with the girl and teach 
her everything that she is required to do. If the girl is apt, she will 
remain and oftentimes prove to be a treasure. But more often she 
becomes discouraged and leaves after three or four days trial. Or she 
remains long enough to learn to do the work well and then leaves for 
a home of her own. In fact a great many girls, just before they are 
to be married go out and take a maid's position in order to learn how 
to run a house. Then the mistress has the same ordeal to go thru 
with again. Or the girl has been taught to be a competent maid and 
some other unscrupulous mistress entices her away with the offer of 
higher pay. Both the maid and the mistress become discouraged dur- 
ing this process of instruction. The mistress does not realize the maid's 
handicap and the maid thinks the mistress too exacting. 

The girls do not like to do housework because they do not know how 
to do it. No one enjoys doing work that they know nothing about. 
Another reason why girls do not care to take maid's positions is be- 
cause the station or social position of a house maid is low. Educa- 
tion and training will uplift any station and raise the standard of the 
occupation. Housekeeping should rank among the professions as truly 
as any other occupation. It is more than a trade since one who fol- 
lows a trade usually knows how to do just one thing, while a maid has 
to know how to do a hundred and one different things. 

A girl who chooses the occupation of teaching, librarian, bookkeeper, 
etc., will fit herself, must fit herself for that position. It is also neces- 
sary that she fit herself for being a house maid. The one who is em- 
ploying the maid should insist upon such a training, but she cannot 
do so until there is the opportunity for the girl to take the training. 

A course of this kind is just as much needed by a large majority 
of housewives and mothers as it is by the maids. The home is the 
most important of all institutions. In the home the children receive 
the most important part of their education. In the home must be es- 
tablished their physical, mental and moral health. The experience of 
the home constitutes the raw material of the education in the schools. 
For most people the home is the beginning and the end of life. All 
their activities proceed from and return to it. Therefore of all arts, 
that of homemaking is the most important. And of all the sciences 
those which find their application in the home, making us intelligent 
about the home and its needs are the most significant. If the schools 
are to assist in making us intelligent about the life we live they must 
provide liberally for instruction in those arts and sciences. 

Dr. Benjamin Andrews says, "We have come nationally to a time 
of economic pressure. Our free lands are gone, the exploiting of 
wealth from the soil is over, and national conservation, efficiency in 
production and thrift are the new watchwords. Progress for the av- 
erage family group will turn now on the wise household use of re- 
sources more than upon the increase of wealth. Intelligent consump- 
tion of wealth especially needs attention. This means education of 



Institute of Teachers 123 

the "Woman who spends" and emphasis upon domestic economy. It 
means training a nation's home makers to the economic possibilities of 
tlieir vocation." i 

Housekeeping is no longer a rule of thumb to be taught by imita- 
tion. Under the old housekeeping, infant mortality, sickness, ill con- 
sidered expenditure, inartistic and unhygienic surroundings and con- 
ditions abounded, which make housework difficult for lack of knowledge 
of a better way. Education for the home will promote thrift, protect 
health and add to the worker's efficiency. It will oftentimes be the 
means of saving a family and home from ruin. 

Domestic employees of the" future must be educated and trained. 
Cooking is a scientific pursuit and should be dignified as a profession. 
Homekeeping is really one of the fine arts and the household worker 
must be taught to respect her work. 

In order to have a school of this kind a model home is necessary 
or a practice house, where every phase of household management may 
be taught. A well equipped kitchen, laundry, dining room, living room 
and sleeping rooms. The pupils taking the course will need to be 
taught the care of these rooms and the various duties connected with 
them. They must be taught how to systematize their work in order to 
save steps crA time. Taught how to serve a meal as w'ell as cook it. 
They should be taught servant girl's etiquette, and to keep themselves 
neat and clean. 

The school must then act as an intelligence office, recommending 
the girls as they are ready to take positions. A diploma should be 
given upon the completion of this course as for any other. 

When this is done and schools of this kind are established there 
will be little difficulty in securing a proficient maid. 



COURSE FOR MAIDS IN DOMESTIC! SERVICE. 

I. Household sanitation 

1. Care of bedrooms 

a. Airing of room 

b. Making the bed 

c. Removal of dust 

d. Care of the closets and linen press 

2. Care of bathroom 

a. Tubs 

b. Toilet 

c. Use of disinfectants 

d. Care of floors 

3. Care of living rooms 

a. Hardwood floors 

b. Cleaning of rugs 



l24 Outlines of Lessors 

c. Using brooms, vacuum cleaners, carpet sweepefg, 

advantages and disadvantages of each 

d. Washing windows, mirrors, etc. 

e. Dust and its dangers 

f. Care of lights, kerosene lamps, gas, electric lights 

g. Care of furniture, dusting and polishing 

h. Getting rid of pests, flies, moths, roaches, bed bugs 

4. Care of kitchen 

a. Cleaning floor, hardwood, pine, linoleum 

b. Care of sinks, use of alkalies 

c. Care of range 

1. Building a fire in a wood stove and care of 

same 

2. Building a coal fire and care of same 

3. Use of gas range 

d. Care of ice box 

1. Cleaning and airing ice box 

2. Care of food in box 

e. Care of pantry and cupboards 

5. Care of cellar 

a. Necessity of .keeping clean 

b. Storing of fruit and vegetables 

c. Ventilation 

d. Running a furnace 

II. Laundry 

1. Softening of water ' 

2. Sorting clothes 

3. Removal of stains 

4. Soaking of clothes 

5. Washing 

6. Boiling 

7. Rinsing and blueing 

8. Making of starch and starching 

9. Hanging out of clothes 

10. Sprinkling 

11. Ironing 

III. Cooking 

1. Study and cooking of breakfast dishes (See Course in 

cooking) 

2. Serving of breakfast 

3. Study and cooking of lunches and dinner dishes and serv- 

ing of dinner and luncheon 

4. Cost of foods 

5. Marketing 

6. Brief study of dietetics 



Institute of Teachers 125 

IV. Servant girl etiquette 

1. Her place in the household 

2. Answering the telephone and door bell 

3. Giving proper notice when leaving 

V. Personal Hygiene 

a. Bodily cleanliness, hair, nails, bathing 

b. Clean clothing 

c. Appropriate dress 

VI. Household management 

1. Necessity for systematizing the work 

2. Regular hours and days for certain tasks 

3. Necessity for keeping mind on work so as to plan to best 

advantage 

4. Planning each day's work. 

Statistics show that seven families out of every hundred in this 
country employ hired help and wherever we go we hear the servant 
question discussed as one of the great problems of the day. 

In this line, as in every other line nowadays, the demand is for 
skilled labor and it is only when housekeeping shall be considered a 
profession that we can expect to improve upon the present conditions. 
There should be no more question as to the need of training for the 
woman who is to select and prepare the food for the family, than there 
is for the need of study on the part of the farmer, the manufacturer, etc. 

In the course outlined for maids, no mention is made of the academic 
work that should be an important part of such a course. Every girl 
will be a better housekeeper for the mental training she has received 
at school or from books. When we consider how many girls are ut- 
terly unable to get knowledge from the printed page, or to read so as 
t'o enjoy what they read, we can readily see the necessity for a training 
in English that will enable the pupils to derive the proper benefit from 
the many books and magazines found in most homes. Every competent 
housekeeper feels that it is necessary to do much reading on household 
management in order to enable her to keep abreast of the times. 

Some time ought to be given to the study of business methods that 
can be directly applied to the work of the home. As a rule the work 
of the servant girl is unpopular. Irregularity of hours is a point fre- 
quently urged. Yet if we were to figure out the number of hours of 
actual work done by the average maid, I think we should find that very 
few of them work more than eight hours a day. It is because the hours 
of labor are so loosely defined and no definite plans made for the day's 
work that so much trouble is encountered. My observation has been 
that well ordered households, where the servants know just what they 
must do, and what (that) they will be held responsible for, have been 
more successful, even though the work was more arduous, than homes 
where there was little or no system. I believe that when housekeeping 



126 Outlines OF Lessons " ~"*' 

becomes a business, women will have trusted and valued employes as do 
their husbands. 

We said nothing about the time required for a course for maids. In 
a school fully equipped for such a course, or better still, in a model 
home, much of the work outlined might be taught in twenty lessons of 
two hours each. This would not include the academic work and cook- 
ing. I know of a private school in one of our large cities where serv- 
ing was taught in twelve one hour lessons. This instruction was given 
to one pupil at a time and most of the work was in the form of lectures. 
A second girl could complete a course outlined for her in about the 
same time. The instruction in cooking was given as class work and it 
was nothing unusual to find maid and mistress attending classes side 
by side. 

Mrs. E. Tollefson, Manitowoc. 



To all those who are suffering from the steadily decreasing efficiency 
of house hold servants and especially from cooks who seem to know- 
less and less about cooking, a plan such as Is being carried out in 
the Montclair, New Jersey schools should be hailed with delight. 

The Montclair housewives have banded themselves together to try 
to teach cooks to really cook and servants to render real service. They 
are doing this by sending their servants to school and cheerfully giv- 
ing them extra hours in the afternoon and willingly paying their tui- 
tion with the idea that bread cast upon the water will return to them 
actual wholesome bread— the kind that mother used to make. To 
know that "a course for maids in domestic service" and a school to 
teach cooks how to cook is not a ,theory entirely but is being actually 
carried out may be of interest. Montclair has been called the "most 
progressive, and richest little city in New Jersey," employing as it 
does a great number of servants, it has had an opportunity to note 
the discrepancy between the wages paid to servants and the service 
rendered for the wages. After much investigation the fact was re- 
vealed that there is a wide spread dissatisfaction with servants among 
the majority of the people who employ them. The cause of the dis- 
satisfaction is the little knowledge these servants possess of the busi- 
ness in which they are supposed to be experts. Montclair decided to 
try a remedy for this evil by teaching "cooks to cook and servants to 
render services." Thru the co-operation of the city superintendent 
and some of the club women of the city, plans for a school for cooks 
were arranged. A course has been outlined. Over fifty maids have 
registered. They are all eager to earn the certificate that will be 
awarded them at the completion of the course. They will then be 
branded good cooks and the school will endorse them. A small charge 
of two dollars is being made for the course which will consist of twelve 
lessons. The social stimulus is alone well worth the price of the 
course. In speaking of the course Mrs. Chauncey Marsh, one of the or- 
ganizers of the plan says, "The maids are being taught in these Classes 



Institute of Teachers 127 

what every maid should know. We anticipate an actual saving to 
housewives in gas, breakage, waste, etc. after maids have taken this 
course. We expect them to learn to dignify the service." 

The course used in the Montclair schools is very similar to the 
course prepared for this meeting. Of course no cook can learn all 
there is to know about cooking in twelve lessons. The ideal plan 
would be to give a three or four years' course in domestic service. 
Manual training began with a janitor in a basement with a set of bor- 
rowed tools. Possibly Wisconsin will be able to follow the lead of 
Montclair, N. J. and who knows, some time we, too, may be making 
plans for a school where cooks learn their trade and where maids 
learn to give real service. 

Grace K. Wright. 



128 Outlines of Lessons 



Topic 13. 

HOW, WHEN, AND HOW MUCH RECREATIOI^r SHALL 

BE PROVIDED FOR BOYS AND GIRLS NOW IN 

SCHOOL AND ALSO FOR FORMER PUPILS 

OF THE SCHOOL? 



Samuel D. Hendershott, Pond du Lac, Chairman, 
Hattie Mordell, Chippewa Falls, 

Ruth Fluekiger, Beloit. 

On the third floor of the High School building is a seven room flat 
given by the city and the state to the girls of Beloit to be used as their 
home. This home gives both boys and girls of the school a combined 
interest, for the furniture in dning room, living room, and bedroom was 
made by the boys, and the entire scheme of decorating was handled by 
the girls. 

Class groups shopped for paper, rugs, window draperies, china, silver- 
ware, linen, and pictures. Daily and weekly care of this flat is given 
by the girls. They furnish and care for the home and it belongs to 
them. It is theirs to use for entertaining, for reading, for nursing — 
for everything that belongs to a home. The atmosphere of such a home 
affords recreation in its highest form. 

Last winter informal parties were given frequently, Hallowe'en, 
Thanksgiving, birthdays, and farewells were celebrated. At Hallowe'en 
time, the rooms were darkened, pumpkin lanterns were lighted and 
each girl was given a burning candle on a plate with a decorated nap- 
kin, and while everyone was seated on the floor marshmallows to toast 
and apples were passed. The girls told funny stories and played 
games. This was real fun. 

In November the girls brought old garments from home to be put in 
the "Joy Box". From this box were taken such articles as were needed 
in poor homes. In this way many of the girls themselves were helped 
without anyone's suspecting. It was a big event when a bundle for the 
"Joy Box" arrived. 

On Thanksgiving Day the boys of the school held a basket-ball game, 
and a reception was given by the girls to all who attended the game. 
They received in their home and served punch and wafers. School 
spirit flourished when mass meetings of boys and girls were held, 
school yells were learned and pennants made. The girls supported 



Institute of Teachers 129 

the boys in their work by yelling, singing, marching in form at the 
games. 

The sewing periods of the week before Christmas were spent in gift 
making and story reading; and tlius passed several cozy hours. 

Two periods in each week have been given to gymnasium work. 
This work consists of calesthenics, indoor tennis, basket-ball, etc. 
The blouses and bloomers were made by the girls with happy anticipa- 
tion. 

Profitable time has been spent in visiting such places as the Histori- 
cal Room in the Beloit Public Library, art galleries, bakery shops, 
creameries, linen mills, and other factories. 

Picnics, cross country hikes with nature study, swimming, tennis 
and other out of door sports begin with warm weather. The school of 
boys and girls holds a joint picnic annually, for this a school day is 
set aside. The other events occur between work hours, allotting about 
two hours of each week to these forms of recreation. 

The "How, When and How Much" of recreation depends upon the 
exigency of the situation. When the daily routine work tends to be- 
come monotonous and interest shows signs of flagging, then an hour 
or two spent on a study trip or a simple party puts fresh zest into the 
life of the girls. To my mind, these recreation periods gain in value if 
they come at irregular intervals because the element of surprise and 
consequent sponteneity heightens the joy of the occasion — then too, 
such an elastic program makes it possible frequently to relate the 
recreation directly to the course of study making of it a distinct edu- 
cational factor. 

The length of the recreation period must also be subject to adjust- 
ment. It should never be so long that the girls become bored, for then 
it has defeated its own end. It should always close when the interest 
or fun is at its height in order to give the best results. 

A right use of the recreation period lends verve and relish to the 
school work and keeps the life of the girls sweet and sane. It fur- 
nishes the most valuable adjunct to the educational system — a big, fine 
joyousness. 

Signed 

Ruth Pluekigeb. 
9—1. T. 



130 Outlines of Lessons 



HOW, WHEN AND HOW MUCH RECREATION SHALL BE PROVIDED 

FOR THE BOYS AND GIRLS NOW IN SCHOOL AND ALSO 

FOR FORMER PUPILS OF THE SCHOOL. 

The appalling physical and mental condition, poor home surround- 
ings and outside influences of most of the all day and permit pupils 
with whom we are dealing awakens us to the fact that our Continua- 
tion and Industrial Schools must do something to better conditions. 

We of Fond du Lac found at the beginning of the year that only 
23%% of the total number of boys were above 70% efficient, averaging 
results of eye, ear, nose, throat, lung, heart, and general condition tests. 

Through kindness of two of our local physicians immediate needs 
were met. Shower baths were installed and fifteen minutes corrective 
exercises were given each day. Our doors were thrown open three 
nights a week for basket, volley ball, etc. Friday afternoons were de- 
voted exclusively to recreation and baths. The evening barber class 
met a real need. 

At Christmas time a dinner party was given for the all day boys' 
served by the Big Sisters Lodge. Some of the Board members and 
Superintendant Roberts were present. After dinner toasts were given 
to which some of the pupils responded in a surprisingly creditable 
manner. 

A garden has been started for the pupils who will not be employed' 
this summer. This garden consists of one and one-half acres. About 
one-half is divided into individual plots, the other half will be planted 
in potatoes and onions. The profits from this crop will be divided 
among pupils who cultivate it. 

In another year we hope to serve some of the under fed with proper 
food; also install equipment for taking care of clothing, mending, press- 
ing, etc., as well as a cobblers outfit for mending shoes. 

Our recreational work has promoted a good feeling toward the school. 
We see better work, brighter faces. It has provided a place for former 
pupils of the school during the three evenings a week rather than some 
questionable places. 

We feel that it is vital to include recreational work in our curriculum,, 
not for itself alone but for the development of efficiency and character. 

Samuel D. Hendershott, 



Institute of Teachers •-— 131 



Topic 14. 



BOOKKEEPING CODRSE FOR ALL DAY COMMERCIAL 
AND EVENING SCHOOLS. 



H. M. Winkel, Milwaukee, Chairman 

E. L. Hayward, Grand Rapids. 

C. J. Brewer, Chippewa Falls. 

SUGGESTIVE. 

1. Purpose of the Commercial School. 

(a) To provide a time-and-labor-saving device to prepare 
young people for and to facilitate their entrance into 
clerical positions in the business world. 

(b) To teach specifically those subjects directly and indispen- 

sably necessary to the prospective oifice clerk and 
thereby 

(c) Obviate the necessity of an extended apprenticeship — a 

rather slow process towards promotion and advance- 
ment. 

2. Objects of the Course. 

(a) To train the student to keep a record of his own business 

transactions or to supervise the work if done by 
others. 

(b) To teach those who desire to follow the bookkeeping or 

accountancy profession to act as competent assistants; 
to open and conduct accurately, systematically and in- 
telligently the books of non-trading, trading, manu- 
facturing and commission firms, conducted either as 
an individual business, a partnership or a corporation, 
and to summarize into statement form the recorded 
results of the business transactions and processes to 
indicate the present and past financial condition of 
the business. 

3. Relative steps in the course. 

(a) Discuss with the class the importance of bookkeeping to 
the individual and the business community, the open- 
ings for bookkeepers, the salaries paid, their oppor- 
tunities for promotion, etc. The students should be 
called upon to contribute to this recital. 



132 Outlines of Lessons 



4. Simple definition of Bookkeeping. 

5. Explanation of such terms as account, transaction, items, debit, 

credit, resources, liabilities, cost, receipts, etc. 

6. Presentation and arithmetical solution of problems involving cash 
I receipts and cash payments, purchases and sales on account, 

simple commission and profit and loss transactions, etc.— 
to illustrate the mathematical part of bookkeeping. 

7. The study of the conventional or form division of bookkeeping Is 

begun by the study of the 

8. Ledger account — See Model in text. 

(a) Vertical ruling. 

(b) Debit (left) and Credit (right) sides and columns. 

9. With a model Cash account and a series of prepared cash transac- 

tions proceed to trace every entry in the account, noting 
the 

(a) Position of the complete date. 

(b) Absence of explanations. 

(c) Position of figures as dollars and cents. 

(d) Pencil footings of the columns. 

(e) Position and red ink entry of the "Balance." 

(f) Position and "oppositeness" of red ink single and double 

line rulings. 

(g) Black ink totals on both sides of account, 
(h) "Balance" on debit side below rulings. 

10. Questions on Cash account. 

(a) What was entered on left or debit side? 

(b) What was entered on right or credit side? 

(c) How much was received? Paid? 

(d) How to find what is on hand? What is it called? 

(e) Is cash on hand a resource or a liability? 

(f) What, in business, is considered as cash? 

11. An exercise in ruling an entire ledger page or more, may now 

profitably follow, observing 

(a) Position of pen, paper and ruler. 

(b) Position and length of lines. 

(c) Neatness and lightness of lines. 

12. Written exercise. Pupils arrange, in ledger account form, a series 

of cash transactions, according to previous instructions. 
Follow with questions. 

13. Deduce rule: 

(a) Debit Cash when received. 

(b) Credit Cash when paid out. See text. 



Institute of Teachers 133 

14. Similar oral study of a model Merchandise account, calling atten- 

tion to 

(a) Meaning of word, merchandise. 

(b) Cost of merchandise or purchases. 

(c) Returns or sales of. 

(d) Inventory of merchandise. 

(e) Profit or Loss on merchandise. 

(f) Red ink entries. 

(g) Closing of account, 
(h) Questions. 

15. Written exercise on Merchandise account. 

16. Deduce rule: 

Debit for costs; Credit for returns. See text. 

17. Personal accounts — defined. 

18. Oral study of Customer's account, noting 

(a) Proper heading (1. Name 

(2. Address 

(b) Common terms of sale explained and 

(c) How indicated. 

(d) Ruling out balancing items. 

(e) Indicating part payments. 

(f) Addition and footing of columns. 

(g) Balance, how obtained, where written? 

19. Written exercises on Customer's account. 

(a) Questions on. 

(b) Deduce rule for debiting and crediting. See Text. 

20. Oral study of Creditor's account. See No. 18 above. 

21. Written exercise on Creditor's account. See No. 19 above. 

22. Oral exercise on Expense account. 

(a) Questions. 

(b) Deduce rule for debiting and crediting. See Text. 

23. Written exercise on Expense account. 

24. Oral exercise on Profit and Loss account. 

(a) Questions. 

(b) Deduce rule for debiting and crediting. See Text. 

25. Written exercise on Profit and Loss account. 

26. Oral exercise on Proprietor's account. 

(a) Questions. 

(b) Deduce rule. See Text. 

27. Written exercise on Proprietor's account. 



134 Outlines of Lessons "^ 

28. Forwarding an account. How? Exercise. 
2^. Double Entry illustrated and explained. 

30. "Written exercise in posting to a ledger a series of related trans- 

actions involving debit and credit entries into Cash, Mer- 
chandise, Customer's, Creditor's, Expense, Profit and Loss 
and Proprietor's accounts, noting that every Debit must 
have a corresponding Credit. 

31. The Trial Balance or Proof Sheet— Meaning of? 

(a) Items of — -Where obtained? 

(b) Object — To determine that debits and credits in ledger 

are equal, and 

(c) To obtain business data. 

(d) Form. (See Model in text.) 

32. Take proof of ledger work done. 

33. Causes of errors in Trial Balances. , 

(a) Errors in addition, 
(h) Illegible figures. 

(c) Omissions. 

(d) Transposition and misplacement of figures, 

(e) Improper checking. 

(f) Errors by posting to wrong side of accounts, posting items 

twice or failure to fill out cents columns, etc. 

34. Correcting errors in Trial Balance. 

(a) Re-add columns of Trial Balance. 

(b) See if ledger footings have been correctly transferred to 

trial balance sheet. 

(c) Verify footings of accounts in ledger. 

(d) Check ledger items back to respective records of transac- 

tion. 

35. Study the Journal— used for correction, cross, adjusting, and clos- 

ing entries which cannot be entered into other books o£ 
original entry. 

36. Journalize No. 30 above, or similar exercises, (orally and in writ- 

ing) noting, 

(a) Proper dating of transactions and paging of books. 

(b) Debit position of account named and position of amount, 
(<c) Credit position of account named and position of amount. 

(d) Brevity and yet completeness of explanation. 

(e) Equality of debits and credits of each complete entry as 

well as of Journal totals. 

(f) Posting to Ledger. 

(g) Indicating folios. 

37. Trace and check all entries from Journal to Ledger accounts of ex- 

ercise. 



Institute of Teachers 135 

38. Explanation and illustration of Purchases Book and Sales Book, 

followed by oral and written drills in recording sales and 
purchases on account in the Sales Book and Purchasea 
Book. 

39. Reasons for the use of Sales Book and Purchases Book: 

(a) Save time in posting. 

(b) Bring all sales together in one book. 

(c) Bring all purchases together in one book. 

40. The Cash Book. 

(a) How it differs from Cash account. See model in text. 

Compare. 

(b) Reasons for use. 

41. Oral and written exercise — Arrange in Cash Book form the cash 

transactions found in No. 30, or similar exercise. Trace 
and check all cash entries from Cash Book to Cash ac- 
count in the Ledger, indicating folios. 

(a) Trace debit and credit items from Cash Book to Lenger ac- 

counts. 

(b) The cash balance and how to find it. 

42. The student is now prepared to "write up" either individually, 

under the teacher's supervision, or as a class exercise a 
short set (preferably without business papers,) using the 
books described and the accounts named above, observing 
the following steps: 

(a) Analysis of each transaction. 

(b) Entries in Cash Book, Sales Book, "Purchases Book, and 

Journal. 

(c) Posting to the Ledger. 

(d) Checking each entry from original entry book to Led- 

ger to test accuracy of posting, 
(e) Making of Trial Balance. See No. 33 and No. 34. 

(f) Making of Statement of Assets" and Liabilities and Profit 
and Loss, by studying models and instructions in text. 
Supplement by blackboard illustrations. 

43. Closing the Ledger — two methods used. Teach both. 

(a) By red ink entries. See models in text. 

(b) By Journal entries. Illustrate and discuss. 

44. Take Trial Balance of Balances to see if the Ledger is in balance 

after closing. 

45. Inspection and grading of student's work by teacher. 

Considering: 

( Omission 

(a) Accuracy-Errors of | commission 

Freedom from blots, erasures, finger marks, etc 

(b) Neatness < t -u-i-* e i,- 
^ ' Legibility of penmanship. 



136 Outlines of Lessons 

(c) Time required. 

(d) Unnecessary assistance required. 

46. Several exercises should now follow in making trial balances, state- 

ments of assets and liabilities, profit and loss, ledger clos- 
ings and proof sheets, until thoroughly understood, 

47. Reviews. 

48. Examinations. 

49. Business Forms — Filling out partly printed and writing out the 

entire wording of forms. See models in text. 

(a) Checks. 

(b) Promissory notes. 

(c) Invoices and bills. 

(d) Monthly statements to customers. 

(e) Deposit slips. 

(f) Orders. 

(g) Receipts. 

50. Notes Receivable and Notes Payable accounts. See models in text. 

(a) Definition — See Text. 

(b) Oral and written drill in determining debit and credits of. 

(c) Rule for— See Text. 

(d) Questions. 

51. So-called "business practice" sets are now in order to be worked 

out by the student individually or in class as the instructor 
may direct. In these sets the student should be required 
to 

(a) Make bills representing credit sales. 

(b) Check invoices representing credit purchases. 

(c) Use order blanks for ordering goods. 

(d) Receive and give receipts. 

(e) Open an account with the bank. See instructions in text. 

(f) Deposit checks and currency received. Study indorse- 

ments. 

(g) "Write checks and keep a check book, 
(h) Write, receive and issue notes. 

(i) Borrow money from the bank on his note. 

(j) Make out monthly statements to customers. 

(k) Make out simple financial statement for the information 

of the bank. 
(1) File for ready reference all papers received, 
(m) Learn to recognize transactions by the paper rather than 

by the printed statement, and 
(n) Perform work indicated in No. 42, No. 43 and No. 44. 

52. Reviews and examinations. 

53. Single Entry explained and illustrated. 



Institute of Teachers 137 



54. Exercise in keeping books by Single Entry. 

(a) Opening books. 

(b) Conducting them. 

(c) Closing. 

(d) Statement. 

(e) Changing from Single to Double Entry. 



SUGGESTIVE INTERMEDIATE BOOKKEEPING COURSE. 

65. Partnership explained. Formation. Partnership Laws. 
56. Class and individual work. 

67. Books to be used. 

(a) Balance column Customers' or Sales Ledger. 

(b) General Ledger. 

(c) Cash Book with special sales ledger, discount, expense and 

general columns. 

(d) Journal — two or four columns. 

(e) Carbon copy Sales Book or combined loose leaf order and 

sales binder, used as a posting medium. 

(f) Invoice book (post directly from invoices) and Purchases 

Register with maturity and discount records. 

(g) Check Book. 

(h) Notes Receivable and Notes Payable books, 
(i) Papers used; letters, telegrams, credit bills, drafts, billg 
of lading, shipping invoices, expense bills, etc. 

58. Accounts to be kept: 

Partner's capital; partner's personal; notes receivable; 
notes payable; accounts receivable; merchandise trading; 
merchandise purchases; merchandise sales; merchan- 
dise discount tor purchases discount and sales dis- 
count; in-freight; inventory; office equipment; store fix- 
tures; delivery equipment; reserve for depreciation; re- 
serve for bad debts; administrative expense; selling ex- 
pense; delivery expense; insurance, real estate invest- 
ment; real estate expense and income; shipment and con- 
signment; profit and loss; interest; salary, sundry re- 
source and sundry liability inventories; personal ac- 
counts; C. O D. etc. 

59. Adjusting Journal entries. 

(a) Insurance expired. 

(b) Depreciation on property. 

(c) Reserve for bad debts. 

(d) Sundry resource inventories. 

(e) Sundry liability inventories. 



138 Outlines of Lessons 

60. Statements of the Business. 

(a) Financial (Asset and Liability) Statement. 

(b) Trading Statement. 

(c) Profit and Loss Statements. 

61. Closing the Ledger. 

(a) By Journal entries. 

62. Special supplementary exercises and drills in making, 

(a) Adjusting and Ledger closing journal exercises. 

(b) Financial, Trading and Profit and Loss Statements. 

(c) Ledger closings. 

(d) Special class drills in analyzing difficult and miscellaneous 

transactions. 



ADVANCED BOOKKEEPING-SUGGESTIVE OUTLINE. 

63. Corporation bookkeeping. 

64. Corporation — definition and description. 

(a) Organization — See state law. 

65. Books to be used — Subscription Book; Stock Certificate Book; 

Stock Ledger; Installment Ledger; Special Column Cash 
Book; Cash Journal; Distribution Sales Register; Distribu- 
tion Purchases Register; Vouchers Payable Register; Spe- 
cial Column Journal; Petty Cash Book; Sales Ledger; 
Check Register; Purchases Ledger; Goods Returned Book: 
Notes Receivable and Notes Payable Books (used as post- 
ing mediums) loose leaf Ledgers, card Ledger; Account 
Sales Register, Pay Roll, etc. 

66. Accounts to be kept: 

Cash; notes receivable; notes payable; accounts receiv- 
able; accounts payable; insurance; sundry resource inven- 
tories; sundry liability inventories; office equipment; re- 
serve for depreciation office equipment; store fixtures; re- 
serve for depreciation store fixtures; delivery equipment; 
reserve for depreciation delivery equipment; real estate; 
real estate expense and revenue; capital stock; treasury 
stock; subscription; factory and site; machinery and tools; 
reserve for depreciation factory and site; reserve for de- 
preciation tools and machinery; production; inventory; 
freight-in; freight-out; purchases; sales; trading; pur- 
chases discount; sales discount; branch store; advertising; 
general administrative expense; warehouse expense; 
traveling expense; delivery expense; interest; commission; 
reserve for bad debts; surplus; dividend; undivided prof- 
its; profit and loss; suspense; surplus and shortage, etc. 



Institute of Teachers 139 

67. Trial Balances of General Ledger, Sales Ledger and Purchases 

Ledger. 

68. Exercises in 

(a) Opening corporation books. 

(b) Closing. 

(c) Making out detailed financial, trading, expense and profit 
and loss statements. 

69. Study of Safe-guard Systems: 

(a) Reverse Posting or Slip System. 

(b) The Check Figure System. 

70. Other special advanced sets: 

Real estate; furniture; lumber; farming; household, bank- 
ing, manufacturing ,cost accounting, etc. 

71. Guides and Reference Books. 

"Bookkeeping." G. W. Miner, Ginn & Co., New York, 1912. 

"Modern illustrative Bookkeeping." American Book Co., 
Chicago, 1911. 

"Bookkeeping and Accountancy." H. M. Rowe, Baltimore, 
1913. 

"Teacher's Manual." Moore and Miner, Ginn & Co., New 
York and Chicago, 1903. 

"20th Century Bookkeeping and Accounting Complete." 
J. W. Baker, South-Western Publishing Co., Cincin- 
nati, 1913. 

"Marshall's Double Entry Drills," Goodyear Marshall Pub. 
Co., Cedar Rapids, Iowa. 

"Principles of Accountancy." Goodyear Marshall Publish- 
ing Co., Cedar Rapids, Iowa, 1913. 

"Guide to Ellis System," Ellis Publishing Co., Battle 
Creek, Michigan, 1913. 

"Lyon's Bookkeeping," J. A. Lyons, Lyons & Carnahan, 
Chicago, 1910. 

"Accounts" — "Their Construction and Interpretation," W. 
M. Cole, Houghton Mifflin Co., Boston, 1908. 

"Elements of Accounting," J. J. Klein, Appleton & Co., New 
York, 1913. 



JOURNALS. 

The Bookkeeper," Monthly. Bookkeeper Pub. Co., Detroit, Mich. 
'Journal of Accountancy," Monthly. Ronald Press Co., New York. 
•The Business Journal," Monthly. The Business Journal Pub. Co., 

New York. 
'The Business Educator," Monthly. Zaner and Bloser, Columbus, O. 
•The American Penman," Monthly. The A. N. Palmer Co., New York. 



140 Outlines of Lessons 



Topic 15. 

THE HIGHEST SERVICE OF THE NEW SCHOOLS OR- 
GANIZED UNDER THE INDUSTRIAL LAW OF 1911. 



W. J. Hamilton, Two Rivers, Chairman. 

F. W. Thomas Eau Claire. 

A. "W. Burton, Green Bay. 



Undoubtedly every person engaged in Continuation School work in 
the state of Wisconsin, has been asked more than once to explain the 
aim and purpose of Continuation School instruction. The answers 
given have been of widely differing types and have depended upon the 
special interests of the teachers who have been questioned. We must 
admit that legislation in Wisconsin, as in other states, does not always 
accomplish the purpose for which it was originally designed, and yet 
we are believing that all legislation springs from certain needs that 
have been recognized. This is true of the Wisconsin laws providing 
for the needs of Continuation and Industrial education and while we 
may spend much time in the consideration of the best plans for the 
presentation of particular subjects, and conferences may be held to de- 
termine the best methods of administration, we can most profitably in- 
vestigate the larger and more general values to be derived from the 
work done in these schools. 

Those of us who are engaged in educational work are too often prone 
to keep so close to particular problems, that we fail to see the far 
reaching consequences of our school and never fully recognize what may 
be called the true "educational values." In all education there are some 
things learned that are of no use in the after life of the student. On 
the other hand there are many valuable lessons not recognized in the 
class room, which become of prime importance in after life. It is the 
recognition of this condition that prompts the question, — "What is the 
Highest Service of these New Schools Organized Under the Wisconsin 
Laws?" 

SOCIAL EFFICIENCY THE AIM. 

The answer, to be of greatest value, should come from the business 
man, the workers, the parents and the factory owners. The men and 
women in the work are probably least capable of giving a satisfactory 
answer. From personal observation, I have been led to believe that 



Institute of Teachers 141 

■social efiBciency is really the big thing — the all important aim, — toward 
which all teachers in the Wisconsin Continuation Schools must strive. 
This yom will recojinize at once as a broad term and it must needs be 
so if we are to secure the cooperation of all departments of the Con- 
tinuation School work. This social efficiency needs to be of the char- 
acteristic three fold type, viz., (1) Industrial Efficiency, (2) Intellectual 
Efficiency, (3) Civic Efficiency. 

The majority of students enrolled in the Wisconsin Continuation 
Schools are from the wage earning class and will go to make up the 
industrial groups of the next generation. This is the intended service 
of the school under the law. These pupils are not necessarily the 
people who have been "born short" and have been laggards in the ele- 
mentary schools. Industrial conditions have made it necessary for 
these young men and women to enter the shop, office, store and factory. 
Some would gladly have remained in school for a longer period while 
others were glad to leave largely because of the call that comes to every 
young man when he feels the yearning for a "man's job." 



ADVANTAGES OF CONTINUATION SCHOOL. 

Under these conditions the Continuation School finds its greatest 
opportunity. Through the variation of courses offered, the flexibility 
of standards and the close contact with the problems of the shop, store 
and factory, constructive vocational advice can be given. We all recog- 
nize the danger into which we are drifting through the lessened de- 
mand for the skilled worker in our shops and factories. High Special- 
ization and System in factory organization, have resulted in a lack of 
preparation on the part of the worker. "Blind alley" jobs cannot be 
avoided if these are the only jobs to be obtained It is the opportunity 
of the Continuation School to secure a recognition of the dangers found 
in this plan of operation and point out these dangers for the benefit of 
both the employer and the employe. Our students should be encour- 
aged to learn trades if possible and where this is not possible, arrange- 
ments for obtaining a wider knowledge of factory methods and prob- 
lems of production should be afforded in the various industries, e. g., 
wood workers, textile workers, metal trades of various kinds, should 
be studied from the wider phases of production. 



INDUSTRIAL EFFICIENCY. 

Every man and woman to be of highest efficiency in the industrial 
world, must become more than a mere cog in the industrial machine. 
He must have a knowledge both intensive and extensive that will in- 
crease his industrial worth both as a wage earner and a producer. 
This, then, is the first service to be rendered by our Continuation 
Schools. How this can best be accomplished, is dependent upon local: 



1 42 Outlines of Lessons 

conditions and cannot be solved by any one method for the state at 
large. 

INTELLECTUAL EFFICIENCY OF WORKERS. 

In the consideration of the second point, or the intellectual efficiency, 
it must be realized that this is dependent upon the amount of leisure 
time afforded our workers and the use made of the same. Recent leg- 
islation has shortened the hours of the workers in practically every 
state in the Union. While there is still a need for improvement along 
this line in some sections, there is a greater need for a type of training 
that will instruct these workers as to the most profitable manner of 
using their leisure. It is absurd to expect that young men and women 
in the "teen" age will find great joy in spending long hours in the study 
of Correspondence Courses, and this is said with, a full knowledge of 
the alluring advertisements found in our magazines. There must be 
time for recreation and a change of thought if our men and women are 
to be mentally alert. 

There is, however, a type of recreation that is instructive as well as 
amusing and the desire for the better kind of leisure occupation must 
be stimulated and cultivated. Here we again have an opportunity for 
a service that can be afforded by our Industrial and Continuation 
Schools. How this can be done to the best advantage is again a prob- 
lem to be met by the conditions under which the work of particular 
schools is to be conducted. The Evening School and Social Centers in 
various parts of Wisconsin are doing a great work along this line, but 
there is still a tremendous waste of efficiency, not to say moral stamina, 
through the failure of our citizens to make the most of their leisure 
time. 

CIVIC EFFICIENCY. 

The third educational value in this scheme of service to be rendered 
by our Continuation Schools, is what may be termed Civic Efficiency. 
By this is meant that every man and woman must be given some train- 
ing that will enable them to perform their duties as American Citizens 
in the most intelligent manner. The future of this nation is dependent 
■ upon the intelligence of the men and women who constitute the sover- 
eign power of the land. Progress can only be made in a state or a na- 
tion where the citizens are capable of thinking carefully and weighing 
all matters pertaining to their social and civic welfare. Where it be- 
comes the rule to reduce all economic and industrial problems to the 
common denominator of prejudice, "no high degree of industrial or civic 
progress can be attained. The economic status of supply and demand, 
of labor and capital as well as the spirit and machinery of government, 
can be given in connection with the work offered in our Continuation 
Schools. How much of this can be afforded is a matter for investiga- 
tion. It must be conceded that no matter how skillful our workers be- 



Institute of Teachers 143 

come or how well their leisure time is utilized, unless there are high 
ideals of citizenship, the individual is a menace to our social and in- 
dustrial institutions. 

CONCLUSION. 

In conclusion permit me to say that if our Continuation and Indus- 
trial Schools organized under the Laws of 1911, can so serve the work- 
ers of Wisconsin as to enable them to see (1> the importance of ex- 
pert industrial knowledge and trade work, (2) how to make the beat 
use of their leisure time for the increase of personal efficiency and (3) 
instill the highest ideals of civic service, efficient citizenship will result 
and the highest service of which any school or group of schools is 
capable, will then have been attained. This, it would seem, is really 
the aim which will bring the greatest good to the largest number. It 
will be the highest .service our Continuation Schools can render tho 
state. 



The greatest habit to be realized by any child, as the result of his 
education, is the labor habit. The habit of industry comes first of all 
in importance. Generally the country boy learns to labor continuously; 
the city boy learns to loaf. It is the environment which produces 
both. The industrial school, when rightly developed, will furnish op- 
portunities to the city boys and girls to develop the labor habit. These 
schools deal in the affairs of actual industrial life, which is made pos- 
sible very largely by employing shop training workmen as instructors, 
who are familiar with shop and trade practices and traditions. 

I believe that the highest service can be realized only where success- 
ful shop trained journeymen are employed as instructors in the in- 
dustrial parts of the work of the school. Where the work is to be 
theoretical and academic I believe the best service will be obtained by 
having that work done by pedagogically trained teachers. I do not 
believe it possible to get both lines of skill fully developed in one 
person. Life is too short for such accomplishments. 

These journeymen may have had a good school education before en- 
tering the shop, or they may acquire it later, after having learned 
their trades, or they may not have it at all. There is no objection to 
their having a good education, but they must be skilled journeymen 
and trades women. There is no other way to make an industrial 
school industrial except by employing Skilled, shop trained men and 
women as instructors; otherwise, it becomes and remains a manual arts 
school. 

The highest service, then, industrially, must come to an industrial 
school by employing instructors who have become thoroughly skilled 



144 Outlines of Lessons 

journeymen through shop training. If they be well educated men and 
women in addition to this training, very well, all the better, perhaps; 
but the industrial skill, acquired in shops, offices, and stores, must be 
there anyway. That is fundamental. On their part a school educa- 
tion, the equivalent of an American high school, is not fundamental. 
Technical shop skill is fundamental. The technical and academic edu- 
cation can be, and perhaps should be, supplied by persons who have 
scholarship, but who are not practical, shop trained, skilled, journey- 
men and trades women. These two lines of skill can not be acquirea 
by one person anymore than one man can become a specialist in both 
law and medicine. 

I believe that it would be a good thing if these skilled trades men 
and women Avould supplement their shop training with some pedagog- 
ical and academic training. Whatever scholarship they can add to 
their lives would be splendid, the more the better; only, I do not want 
that qualification to become compulsory. I want the way left open for 
shop people to be teachers in these schools who do not have these extra 
educational qualifications. 

It would seem that this school can be made to serve needy homes by 
developing lines of products to be placed upon the market for which 
boys and girls are to receive pay. The schools at Eau Claire have al- 
ready undertaken to delevop vocational work. They look with interest 
towards, and work with enthusiasm upon, small contract jobs out of 
which they realize financial returns. 

This is true of boys and girls as it is of adults. Thousands of young 
people in the state, through industrial experiences in these schools, are 
finding their strong points and natural bents. Prom our schools I can 
name many who are finding good places in industry. Some in plumb- 
ing, others machine shop, others pattern making, others cabinet^ 
some blacksmithing, others salesmanship, some dressmaking, some 
millinery, and so on. There is no question about this matter at all in 
my mind. Nothing before in this country has ever been an approach 
in general to the realization of a school adapted particularly to the 
needs of the wage earners' children and to his immediate home needs. 
Attempts have been made heretofore; but through employing the wrong 
kind of teachers and supervisors those attempts have always been 
gradually taken over to the cultural and theoretical school system. 
This industrial school system completes the American public school 
system which has heretofore been largely professional, commercial and 
cultural. But today that lop sided system is being balanced up by 
adding on great agricultural and industrial educational interests. Both 
of these efforts meet directly the needs of the toilers' homes and their 
children. These two additions balance up our school system and make 
a real democratic, American school system out of it rather than the 
traditional, cultural school system which has dominated society in the 
past. The best of mechanics and shop superintendents visit our schools 
and tell us that we are doing good work. "These gentlemen ask us to 
furnish them young men for their shops. This is serving the highest 



Institute of Teachers 145 

interests of the community industrially. They respect our work; they 
ask for our boys. What more should we want? 

These school acquaint boys and girls with the use of tools and ma- 
chines, and the practices of factories and shops. This is a high service 
rendered to society. In the child's mind the industrial school develops 
the power to construct mentally by, first constructing and seeing con- 
structed objectively and physically. The school develops standards ot 
judgment in buying, commercial service, quality of goods, values, and 
learns somewhat of the dignity and value of continuous labor. The boys 
and girls in the Eau Claire schools do their own janitor work, and do 
it well. They learn to respect authority, to obey orders, and follow 
directions. 

The will power is developed, because a product of excellence can not 
be produced without first there be a strenuous exercise of will power in 
that direction. Most of the boys and girls attending these schools 
learn to give the greatest respect towards property, in protecting it and 
in caring for it. They handle their projects with much the same care 
that a mother handles a babe. They guard them that they be hot 
marred. 

The night school encourages adults to self-improvement along their 
chosen lines of interest. 

As I understand it, but few of the schools have reached the highest 
service in realizing the benefits which may be found in the apprentice- 
ship law. Eau Claire has no contract apprentices in school. The school 
has quite a number of young men, who are in reality apprentices other- 
wise than by contract. We have young men learning pattern making, 
carpentry, cabinet work and machine shop work. The school is rend- 
ering service to these young men, but not as apprentices under con- 
tract. 

Thus far, our school has fallen short in developing retail selling, sign 
painting, millinery in the day school, printing, elementary nursing, and 
blacksmithing. Our main efforts have been in cabinet work, carpentry, 
pattern making, machine shop work, plain sewing, cooking, dressmak- 
ing, electricity, some commercial work, night school millinery, English 
for foreigners and courses in academic work for the day school pupils. 
Along these lines it would seem that these people have been well served, 
considering the conditions under which we have worked. The work in 
dressmaking, carpentry, cabinet work, machine shop work, and academic 
work has been strong and well attended. The needs of the homes have 
always been considered carefully, and the schools have adjusted them- 
selves to these needs as far as has been possible in all respects. 

In the way of discipline, the effort has been to be just, kind, and 
patient with all pupils. To my knowledge, there is not one person, in 
the city who has ever raised any objection to the existence of the 
school because of its expense, or because of what it has been trying to 
realize; and never has there been a word of complaint or criticism from 
the homes against the work done by shop trained people. 

The work of these young people has received the highest possible 

10— I. T. 



146 Outlines of Lessons 

praise from the parents and friends of education in the city. Young 
girls are making tlieir own clothing in the school. Many of them 
are sewing for other members in the home. Some are taking in 
outside sewing and making money thereby. A few girls have made 
their own hats. The mothers tell me that their daughters are much 
more efficient in the homes, in doing the work in cooking, serving, 
marketing, attending to the home work in general, than they were 
before receiving this training in the industrial school. 

In the line of social service, the school has developed one organiza- 
tion for the girls which is called the Camp Fire Girls Club. It is made 
up of the younger girls, partly of the Industrial School, partly of girls 
outside the school. This club is under the direction of skilled leaders, 
and the girls not only enjoy some social life, but they meet with well 
training people and take on conduct and habits through association 
which are determined by higher ideal of life. 

Thus far, the boys have been less fortunate. Socially there has been 
nothing done for them. So, civically, socially and industrially, the 
pupils of our schools have received training, in the endeavor to build 
into their lives ideals of conduct, such as industry, integrity, economy, 
etc. One book that is rich in civic lesson material is one entitled 
"Character Building" by Booker T. Washington. Such ideals as are 
found therein have constituted the type of civic lessons which have 
been taught to these young people throughout the year. 

The Board of Industrial Education finds ready and urgent need for 
all the money which comes to if for the general school purposes. The 
schools are housed here and there, wherever rooms can be obtained; 
some in school buildings, in basement rooms,' some in other buildings, 
all of these places being more or less inappropriate for industrial school 
purposes. The industrial school is out of place in a public school 
building. "V\Tien it comes to housing these schools, in other buildings, 
the Board is confronted with difficulties in the way of heating, light- 
ing, ventilating, and water and sewer advantages. So all along the 
lines thus far, the Board is confronted with practical difficulties in the 
matter of properly housing these schools. 

As I understand it, many of the schools are very greatly crow^ded for 
room. It would seem at the meeting of the next legislature, provision 
might be made by law whereby each industrial board can be empowered 
to borrow money to build with, to put up suitable buildings for the 
housing of these schools; and for paying for grounds upon which these 
buildings are to stand, so that these schools will have permanent and 
appropriate quarters in which to work. Because of this handicap which 
the schools are now working under, the highest service to the state in 
their respective communities can not possibly be realized, and will not 
be realized until the above named provisions are made possible by legis- 
lation. 

These schools are here to stay; and large, well lighted and well ven- 
tilated buildings, built upon the lines of shop architecture for the boys, 
should be provided. The girls' school, in part at least, should be 



Institute of Teachers 147 

housed in real homes, in substantial residences, where actual home 
work can be daily carried on. The boys and girls should be in separ- 
ate buildings. 

April 15, 1913. Wii. W. DixoN. 

This discussion is made by Wm. W. Dixon, Director of the Indus- 
trial Schools, Eau Claire, Wisconsin, at the Oshkosh Convention for 
Industrial teachers, for Mr. F. W. Thomas, President of the Industrial 
Board at Eau Claire, who is unable to be present at the Convention, and 
who was to discuss this topic. 



THE HIGHEST SERVICE OF THE NEW SCHOOLS ORGANIZED 
UNDER THE INDUSTRIAL LAWS OF 1911. 

The continuation schools are special schools. They are designed for 
those who cannot, or will not attend the regular schools. There is a 
very urgent reason for their existence, and they are doing a work of 
great value. Being special schools, the organization is different from 
the organization of the regular schools. This does not mean, as some 
seem to have thought, that the organization of the regular schools is 
wrong and should be made to conform to that of the continuation 
school. There should be no conflict between the two kinds of schools. 
The continuation school does work that the regular schools cannot do 
to advantage. It is true that in many states, in fact in nearly all 
states except Wisconsin, the continuation school work is carried on 
under the direction of the regular board. The work, however, is spe- 
cial work just the same and must be carried on in separate depart- 
ments. It is not practicable to do regular school work and continua- 
tion school work in the same room. This may be made clear by con- 
sidering the classes which the continuation school is intended for. 

First there is the All-Day Industrial School. This is made up ot 
pupils who for one reason or another fail to do the work of the regular 
school. Probably in every room there are a few pupils, say from five 
to ten per cent, who are over-age, this condition being due to a variety 
of causes. We find, however, that nearly all of these pupils dislike 
book work and fail to get their lessons as perhaps ninety or ninety-five 
per cent of the school get theirs. When w-e put these pupils into the 
all day industrial school we give them a much larger proportion of 
hand work, occupying about half of their time with hand work. Then 
there is not the strict gradation that prevails in the regular schools, 
the situation being more like that of the old-time country school. For 
this reason, the over-age pupils do not feel their inferiority as much as 
they would in the regular school. This fact together with that of more 
hand work makes the continuation school a better place for them. 

The school for permit pupils is also a special kind of school. It 
provides one-half day of schooling per week for those who are working 



148 Outlines of Lessons 

on a permit. About half of their time in school is likewise devoted to 
hand work. These boys and girls, who are from fourteen to sixteen, 
are not usually willing attendants upon the school, but the state holds 
that they should have a little more education. 

Then there is the school for indentured apprentices. Like the permit 
school, this provides one-half day per week for those who are learning 
a trade. A large share of their work consists of drawing and mathe- 
matics, these two branches being more closely related to their trade 
than anything else. Some academic work is offered also, the main 
purpose, however, being to enable them to learn their trade more satis- 
factorily. 

The last special school to consider is the evening school. This, in 
many respects, is the most promising of all, since those who come to 
the evening school come because they want to. They may be foreigners 
wishing to loam English, or girls who wish to learn dress-making, 
millinery, cooking or stenography and typewriting. There are young 
men who wish to take up drafting, bookkeeping or the study of gasoline 
engines. Their sincere purpose is to acquire something that will en- 
able them to secure a better position or to do more remunerative work 
In their present position. 

When we consider that the regular school Is organized and conducted 
fpr those who expect to attend all day and every day and for a number 
of years, it Is evident that the special classes provided for by the con- 
tinuation school could not well carry on their work In the regular 
school. It may be objected that the pupils thus constituting the clien- 
tele of the continuation schools are not specially desirable as students. 
This in a sense is true, and yet these classes of people exist in the com- 
munity and are capable of being helped if their schools are organized 
to meet their special needs. 

When the law providing for continiiation schools was first enacted, I 
thought It would have been better to place these schools under the regu- 
lar board rather than a separate board. I believe now, however, that 
the AVlsconsin plan of having a separate board is the better plan. I 
think too, that there should be separate buildings for the continuation 
school. We have separate buildings In Green Bay. The more complete 
the separation of the continuation schools from the regular schools the 
better. 

The continuation schools are doing commendable work which will in- 
crease in usefulness. The regular schools are also organized in the 
right way. The work in the regular schools is frequently unsatisfac- 
tory the same as the work in the continuation schools, but this is due 
to the weakness of Individual teachers rather than defects In organi- 
sation. The number who have the real gift of teaching is never sur- 
prisingly large. 

A. W. BURTON, 
Supt. of Schools, Green Bay. 



Institute of Teachers 149 



THE ORGANIZATION OF EVENING CLASSES IN SHORTHAND AND 

TYPEWRITING AND MAINTAINING THE STUDENTS' 

INTEREST. 

' Henry J. Holm. 

The work of organizing evening classes in shorthand and typewriting 
in the commercial departments of your continuation schools is to all 
practical purposes, similar to that of a privately conducted school, with 
the one exception that in your case the state furnishes the financial 
fuel that keeps them going, while the private school must depend for 
its existence upon a charge for tuition. The purpose you have in view 
is the same, namely: to produce results. 

In the management of a private commercial school, everything may 
be said to depend upon the results obtained by its students. Efficiency 
is the watchword. It is an easy matter to talk about efficiency, but 
quite another to practice it. Efficiency means effectiveness. 

In discussing the question of the organization of evening classes, I 
am using Gregg School as a basis for my remarks. I do so, not be- 
cause I wish to have you infer that it is by any means perfect, but it 
represents a stage of progress which is a concrete example of achieve- 
ment. In discussions of this character, I always prefer to talk about 
what we are actually doing, in preference to what we would like to 
do. 

It is a well recognized principle of efficient management that the 
equipment of any store, factory, or organization has a great deal to do 
with effectiveness. The better the surroundings, the better will be the 
mental condition of the workers, and that always insures better work 
and more work. So I take it for granted that every school that ex- 
pects to get results will see that its equipment is as nearly perfect as 
the finances governing it will warrant. It is not necessary to go into 
details as to what is proper equipment. I shall simply call attention 
to a few things that should receive first consideration. The question 
of lighting is most important in the evening school. "We have for 
some years used the indirect method of illumination, and have found 
it highly satisfactory. Previous to its installation it was not an un- 
common thing for evening students to ask to be excused on account of 
headaches. Since we have used the indirect method, I have yet to 
hear of a student asking to be excused on account of a headache, un- 
less he already had it before coming to his class. Another matter that 
should receive attention is that of ventilation. How to get enough 
fresh air into the room without being an annoyance to those who are 
sitting near the window has been more or less of a problem. This 
has been solved by the use of a ventilator made of glass, by which 
the air is shot upwards toward the ceiling, and thus diffused to all 
parts of the rcJom and doing away with the direct draft which other- 
wise would be unendurable by students sitting next to the window. 



150 Outlines of Lessons 

In talking with several of the teachers present, I have learned that 
there are a number of large, evening shorthand departments in the 
continuation system employing a number of teachers, thus making the 
work of these schools to some extent similar to ours in the division 
of responsibility among teachers. You, of course, do not need someone 
to receive the money, but to take the place of this functionary in the 
private school there must be someone to receive the students who apply 
for admission to your evening departments, whose duties, in a measure, 
will correspond to that of a manager of a private school. In our school, 
this duty is attended to by myself, and when the student has been en- 
rolled he is introduced to a teacher who may be said to be a director 
or superintendent of the evening classes. This teacher's duty is to 
see that each student is placed in the right class, and in many other 
ways see to the welfare of the students. This teacher has only one 
class, and that is the last period. This teacher is also responsible for 
the theory work in our school. The heads of the Advanced Department 
and the Typewriting Department are individually responsible to the 
manager for the proper carrying out of the work of their respective 
departments. The assistant teachers are in charge of the heads of 
the various departments. 

I do not believe in tying a teacher down to hard and fast rules, as 
I recognize that each one has a personality, or should have, and that 
the best results can be obtained by a free exercise of individuality. 
We lay down the broad general plan to which each teacher must con- 
form, but the details for attaining the results that must be obtained 
under our plan are left to the discretion of the teacher. The teacher's 
salvation is in his own hands. We judge by results. 

Conferences are held from time to time in which the work and the 
needs of the evening school are discussed. In this way I can keep in 
close touch with the actual work of the entire organization without 
having to give personal attention to the details. 

I take it for granted that there is not a teacher here who assigns, the 
lesson in shorthand in this way, "For your next lesson, please study the 
next three pages in your manual." I have evidence, however, that 
such teaching is still being done at the present time by some teachers. 
And yet they wonder why their students do not do better work! 

To secure effectiveness in our teaching and to maintain the student's 
interest at the boiling point, we must go about it in a different way. 
We must present each lesson. By presenting a lesson I mean explain- 
ing such parts of it as experience has found to be desirable. Of course, 
you may say the lessons are in the text-book, and are generally stated 
very clearly. But it is not every student who has the ability to study 
a lesson without getting some wrong ideas about it never intended to 
be conveyed by the author, no matter how carefully the rules have been 
stated. In presenting a lesson, the teacher, by a free use of the black- 
board, can point out those things on which a student is likely to need 
help. 

I have found that most of us are just average people; that those who 
are above or below the average are in the minority ; also that mistakes 



Institute of Teachers 151 

which one student has been found to make in the preparation of his 
lesson are common to the majority of students. The experienced 
teacher knows this, and in the presenting of the lesson, can be guided 
by this knowledge, and thus benefit the students. The student can be 
shown just what is to be done in the preparation of the lesson and how 
it is to be done. I have seen students who were simply told to prepare 
a certain number of paragraphs, come to the class, and from the way 
they wrote some of the exercises that they thought they had practiced, 
it was evident that most of their efforts had been misdirected. 

A proper presentation of the lesson avoids misdirected practice, and 
a student comes to his recitation prepared in the correct way and it is 
not necessary for the teacher to do over again, what the student had at- 
tempted to do for himself. 

The teacher should make much use of the blackboard for instruction 
and recitation purposes. When a student can see the outline of the 
word or p-hrase that is under discussion, it makes a stronger impression 
upon him, and there is less chance for his not comprehending the in- 
structions given. 

When the students of the class are assembled for their recitation, the 
exercises which have been practiced, are dictated to the class. While 
dictating the words, the teacher has the chance to pass among the 
students and see what each one is doing. The teacher can thus give 
individual help wherever needed, and if a common error is discovered, 
the whole class can receive the benefit of the correction by the teacher 
illustrating the correct way on the blackboard. 

The words in the shorthand manual must, of course, be thoroughly 
learned as it is through the writing and practice of these words that 
the application of the shorthand principles are established in the stu- 
dent's mind. After the first few lessons it is desirable to give prop- 
erly graded matter taken from other sources than the manual so as to 
enlarge the student's writing vocabulary. Furthermore, practice on 
new words is the best possible test whereby the student can demon- 
strate his knowledge of the principles already learned. In this way, 
phrasing can also be taught right from the very start, and connected 
matter is much more interesting to a student than isolated words. 
Words, of course, are always used in a connected sense rather than by 
themselves. 

A certain amount of copy work should be required of the student. 
It is one thing to know shorthand and another thing to write it. 
Shorthand is a combination of mental and manual effort. It is only by 
careful and sufficient practice on the words and exercises given in the 
manual that writing facility is obtained. The student who is allowed 
to neglect his copy work is the one who stutters, as it were, when it 
comes to taking his first dictation. We ask the students to copy each 
exercise at least five times. This copy work should be, handed in, as 
should all other exercises assigned. It must be checked by the teacher 
so that any mistakes or faulty habits shown in the student's writing 
can be brought to his attention and corrected. 



152 Outlines of Lessons 

I know that many teachers object to what they term, "The red ink 
route to suicide." I realize that it takes considerable time to correct 
the work of many students, but the teacher can do a great amount of 
this by carefully systematizing his time and the method of doing the 
correcting. I do not mean that every outline in the student's copy 
book should be inspected with a microscope. Where a minute inspec- 
tion is necessary in order to be sure of the student's correct application 
of the principles, it is not necessary to have very much work handed in. 
In the copy work the main thing is to see that the required amount is 
done. That students are interested in seeing how they have fared in 
the work handed in, is shown by the fact that they are very anxious to 
get their books and look them over after they have been marked by the 
teacher. 

I shall now give a very brief explanation of the general methods em- 
ployed in our evening school, as relating to the classification of stu- 
dents, recitation periods, etc. 

Sessions are held on Monday, Wednesday and Friday from 7:00 to 
9:00 o'clock. Students enter at any time, although we feature Monday 
evening as the time to start the course. 

Students entering Monday and Wednesday evenings are put into the 
same class. Those entering Friday are given typewriting and they 
begin shorthand the following Monday, although frequently they may be 
given some instruction in shorthand by themselves. Those entering 
Monday and Wednesday evenings are given another period for their 
shorthand lesson. On the following Monday evening these students are 
put into the class of those entering and that is their review class and 
they have another period for their advanced work. We average a les- 
son a week in our classes. At night we have no study periods; every 
student takes his regular class and review, or two review classes if he 
does not take typewriting. In this way if he has been absent at any 
time and missed a lesson he is able to take it up with the class reciting 
on that lesson and also to take his advanced work. 

The evening periods are divided from 7:00 to 7:35; 7:35 to 7:45 for 
spelling; 7:45 to 8:20; 8:20 to 9:00. In that way the student has two 
thirty-five minute periods for shorthand, one for typewriting, and ten 
minutes for spelling. 

When the Manual is completed in the night school, the student is put 
in the slow dictation class where the rate is from fifty to seventy- 
five words a minute and at the same time he takes the final review. 
The slow dictation which we call the "C" class is held the first period. 
The students in this class take typewriting the second period and the 
final review the last period. 

The review class is always in operation and no matter what part of 
the manual the class may be on, every student profits greatly from the 
instruction and practice and it is our aim to emphasize two or three 
new points every evening and supplement the regular work with new 
words under the principles discussed so that the work of this class is 
not only a review of principles but is also a direct aid for increasing 
the efficiency of the student in dictation practice. 



Institute of Teachers 153 

Then when the student can handle the "C" class dictation quite read- 
ily he is advanced to the intermediate dictation, or, as we call it, the 
"B" class where the speed is from seventy-five to ninety words a minute. 
When in this class, the typewriting practice is done the first period; 
the student also takes work in the final review class the last period. 

The next step in the student's progress is the "A" dictation class 
where the rate is ninety or more words a minute. When he can take 
this the final review work is dropped. Frequently students find it ad- 
vantageous to take two periods of dictation. For instance, the student 
can profitably take the "A" and "B" classes, or the "B" and "C". If 
the dictation of one of these classes is a little slow it gives the student 
a chance to be more careful in the execution of the forms and to think 
more about phrasing. 

I might explain that the class rooms are open for study and practice 
at 5:30. Of course, few students can get to school at that time, but a 
great many arrive at 6:00 o'clock or soon after. They utilize the time 
until school is called at 7:00 to practice typewriting. Thirty-five min- 
utes at the evening school is not enough for typewriting but by supple- 
menting this with extra time before school the student can keep up to 
the standard of his work in shorthand. 

Xo homework is required of the night students, but they are asked 
to do as much copy work as their time will permit; and they are also 
asked to hand in their copy work so that this may be corrected and 
their progress more carefully noted. In the dictation classes they are 
given two or three original letters every evening, which they are to 
transcribe and hand in the next school night. 

Each teacher in the evening school, at the close of the session, makes 
out a report on a special blank showing what classes he had, the period, 
the lesson taught and also the lesson assigned for the next evening. 
This enables the head teacher to arrange the work for the next school 
night. From these reports a chart is made out showing the period, the 
lesson, and the room in which each teacher is teaching at any time. 
A careful study of this chart enables the head teacher to combine 
classes from week to week so that on Monday evening there is always 
a teacher free to take the new students entering. In every evening 
school there will be a number of students who have had to be absent. 
Whenever the student returns the head teacher can by the aid of this 
chart quickly assign him to t^je class reciting on the lesson that he 
was on when he left school. It is also a ready aid in directing stu- 
dents to their proper class rooms, as there are always a number who 
have difficulty in finding their place, where there are many teachers 
and many different rooms. This is especially true where a class 
has to be shifted from room to room on different evenings on account 
of its varying size. By our plan the advancement of every student 
rests largely upon himself and he knows it. Thus the personnel of a 
class is constantly changing. Some students advance and others have 
to drop back to a slower going group. A student may finish the theory 
in three months, six months, or nine months, just as he chooses, ac- 
cording to his ability to study and the time he can devote to study. 



154 Outlines of Lessons 

The subject of typewriting needs careful attention. In too many 
schools the tendency is to neglect it. There is a good deal more to 
teaching typewriting than simply put the textbook on the subject in the 
hands of the student and showing how to insert the paper and then how 
to move the carriage back and forth. Teachers must get away from the 
nullifying idea that typewriting has to be taught individually. True, 
a great deal of individual attention must be given to each student, es- 
pecially if it is observed that the student is assuming an incorrect 
position at the machine. Then is the time to correct the fault. It is 
the looking after of the little things right from the beginning that 
spell results in the work of the typewriting teacher. 

There are many exercises that can profitably be given to a group. 
The teacher can advantageously teach fingering to half a dozen or more 
students at a time. She can also explain the uses of the different parts 
of the typewriter. In fact, this can be done as well with a group as 
with the individual. Students should not leave our schools without 
knowing how to get the most service out of the typewriter. It is a 
most important tool in their hands. Yet how often do we find steno- 
graphers that either do not know how to use the simplest mechanisms 
of the machine nor do they know enough to keep the typewriter clean 
and in good working order. Every student in our school must clean 
liis machine at regular periods so that all accummulations of dust or 
■erasures do not clog the mechanism. Repair men of the various type- 
writer companies state that the majority of the calls that they are asked 
to make come from lack of taking proper care of the machine. There 
is a good field for teachers who will make typewriting a special study 
to the same extent that they would study any other subject in which 
they desire to become expert. By expert 1 do not mean great speed in 
operating, although I would say that the ability of a typewriting teacher 
to sit down at the machine and demonstrate not only the working of 
all the parts but also show more than average skill in speed and ac- 
curacy would constitute a valuable asset not only to the teacher but to 
the school. 

Before concluding I want to say a word or two about the subject of 
tests or examinations. In our evening school the students whenever 
they think they are ready to try for a certificate, can arrange this with 
the teacher of the advanced department. One evening a week is set 
aside for the giving of the dictation tests. The dictation is given be- 
fore seven o'clock. They are given on the plan of civil service examina- 
tions in shorthand. Three rates of speed are dictated, namely, eighty, 
one hundred and one hundred and twenty. The student takes all of 
these if he has the ability to do so and then he can choose for trans- 
cription the rate on which he feels he can make the best showing. The 
certificate awarded shows the rate of speed that he has taken and 
transcribed with a fair degree of accuracy. Certificates are not issued 
when the net speed is under 80 words a minute. Copying tests in type- 
writing are also given weekly and a great deal of interest is manifested 
by the students in seeing what rate they can make and in getting the 
various certificates issued by the typewriter companies. 



Institute of Teachers 155 

I do not suppose that we are quite ready to do away with examina- 
tions. Personally I would prefer if it were possible to omit them al- 
together. Most people are so constituted that when it comes to taking 
a test of any kind they are not natural and as a result, cannot do justice 
to themselves, and the examination may, and it may not represent the 
student's true capacity or knowledge. On the other hand, if no testa 
were required, there might be some danger of students going ahead 
when they were really not ready to do so. At present it appears that 
properly conducted tests or examinations are better than omitting them 
altogether. 

I may not have made my point very clear, but I think the following 
illustration may possibly bring out more fully what I mean. Take for 
instance the case of a business man sending for a stenographer. He 
specifies about what the requirements are and I send him a girl who, 
in my judgment, will make good if given a fair chance. Now what 
happens? When she calls to see Mr. Business Man, who wants a steno- 
grapher, very likely he will say to her, "Alright, I will give you a test 
to see what you can do." He would have come nearer the truth had he 
said, "I will give you a test to see what you cannot do," and it would 
not have been because of the girl's inefficiency. This so-called test that 
he proceeds to give may run about as follows: He will hunt around 
on his desk to find some copies of letters and he proceeds to read to the 
new girl, deluding himself into the belief that he is dictating. Natur- 
ally, the student not being a verbatim reporter and not expected to be 
one. can hardly keep up with bis reading, with the result that she misses 
some words here and there, and Mr. Business Man at once decides that 
she is incompetent. Many a man has lost the services of a first class 
stenographer because of such methods, simbly because he did not know 
how to handle the situation. This same girl will be sent the next day 
to a man more tactful in his method of dictating, with, the result that 
she becomes a valuable employee in his office. The majority of business 
men are not lightning dictators, at least they do not dictate as rapidly 
as they can read, therefore, a test such as mentioned, is no test at all. 

The examinations we give in the theory of shorthand consist simply 
of words, and are dictated to the student and which he must write, 
showing his knowledge of the principles through the correct application 
of them in the writing of these words. The majority of the words are 
taken from the manual, but twenty-five to forty per cent are words out- 
side of the manual. 

The secret of maintaining the student's interest, consists mainly in 
showing a genuine interest in the students' work and in his well fare. 
In other words, get next to your student. Throw off that distant 
manner that would give the impression that you were a superior being 
that once in a while condescends to give information to your pupils. 
Remember that education means to draw out. The true teacher de- 
Totes more of his time to the drawing out of information from the 
student than he does putting information into the student. 



156 Outlines of Lessons 

THE CARE OF A CERTAIN CLASS OF BOYS. 
By Oscar Lee, State Agent Wisconsin Industrial School for Boys. 

My object in meeting with you tonight is to secure if possible, your 
co-operation in the care of a certain class of boys committed to our 
institution. 

All commitments of boys to the Wisconsin Industrial School are un- 
til the boys shall reach the age of twenty-one years. For various rea- 
sons, we do not keep them that long. After a period of detention aver- 
aging from eighteen months to two years, they are recommended by 
the Superintendent and brought before the State Board of Control for 
parole. After the parole is granted, two courses are open; one, to send 
the boy back to his home and his own people; the other, to find a home 
for him elsewhere, usually on a farm. Boys who go on a farm give us 
very little trouble and need not be discussed here. 

It is for those boys between the ages of fourteen and seventeen who 
go back to their homes in the city that I solicit your co-operation. 

We have today six hundred forty-seven boys on parole scattered all 
over the State of Wisconsin, and parts of neighboring States. It is 
impossible for two men to see them as often as desirable. We visit 
boys in Racine, for example, or Superior today and may not get back to 
them for several months. In the meantime, they may or may not be 
keeping as straight as we would like to have them. 

Most of these boys come from homes in destitute circumstances, 
homes where their financial assis'tance is needed as soon as they are 
legally able to work. The boy secures a job which lasts for a few 
weeks or months, as the case may be and then may, for anyone of sev- 
eral reasons, lose it. Then comes a period of idleness, and this is just 
the time when the boy needs close attention. As long as he is busy, at 
work or in school, he is not likely to go astray, but if he is roaming 
the streets day and night, and with evil companions as is often the case, 
he is in grave danger. 

Now, right here is where you can be of material assistance to us. 
You can, if you will, aid us in getting the boy into your continuation 
school during his period of idleness. I should, of course, expect to 
notify you when I send the boy home. I should also make the boy 
understand that when out of employment, he is to report to you at the 
continuation school and be in regular attendance there until he se- 
cures another job. Here your assistance to us will come in. If you 
will, in a general way, keep tab on the boy through his brothers or 
sisters who may be in your school, or through your truancy oflBcer, 
and notify us, if you are unable to persuade him to attend school; we 
can then give the case such attention as it may require. 

J know you already have work enough to keep you busy, but this 
will practically take none of your time, only now and then a little of 
your attention, and I believe that you are all sufficiently interested in 
the boy to do this much for him. 

Followed by discussion. 



Institute of Teachers 157 

Topic 16. 
HOUSING OF THE DAY SCHOOL ACTIVITIES. 



Harriet B. Goessling, Fond du Lac, Chairman, 

E. E. Gunn, Jr., Green Bay, 

L. R. Evans, Sheboygan. 



A. How to secure a building. 

1. Industrial Board has power to purchase and lease suitable 

grounds or buildings for the use of schools under its 

supervision; existing school buildings and equipment shall 

be used as far as practicable. 

2. The Board for the Public Schools may provide a building by 

asking council or commission for a building. 

a. The council or commission may take money out of 

the general funds. 

b. The council or commission may submit it to the 

vote of the people. 

B. Why house the day school activities. 

1. To offer appropriate place for work, 

2. To offer sufficient room for work, 

3. To offer attractive work-rooms, 

4. To offer a place for centralization of activities that will be a 

monument of opportunity in the community. 

5. To offer a "square deal" to many who have not had it before. 

C. Why not house activities in one building. 

1. While initial cost is less for one building that two — the final 

cost may be more, 

2. While all activities are centralized in one building, the mak- 

ing of better men and women of these boys and girls Is 
hindered. 

D. Why separate housing for these activities. 

1. To separate boys and girls during the period of adolescence- 

2. To offer appropriate buildings for housing the different ac- 

tivities properly. 

a. To offer a building to the boys on the "shop plan". 

b. To offer a building to the girls on the home and the 

factory plan. 

3. To offer an opportunity for intensity of concentration of In- 

terests. 



158 



Outlines of Lessons 



FIRST FLOOR PLAN OF CONTINUATION SCHOOL 




SECOND FLOOR PLAM OF CONTINUATION SCHOOL 




Institute of Teachers 159^ 

E. Summary. 

1. A building with ample provisions for space, 

2. A building of stately and simple style. 

3. A building with proper and appropriate equipment. 

4. A building in character that stands as the "Big Red School 

House" to the Community. 



THE SHOP BUILT BUILDING FOR THE BOYS' ACTIVITIES OF THE 
CONTINUATION SCHOOL. 

No two cities would or could use exactly the same kind of a build- 
ing for the housing of their Continuation School activities. The needs 
of the community will determine the kind and size of a building which, 
the School Board would be justified in demanding, but a few sugges- 
tions as to the kind and size of building may not be out of place. The 
shop for the boys' activities could well be housed in a building built 
like the ordinary shop. The more expensive school house construc- 
tion need not be necessary. The hanger, shafting and counter-shaft- 
ing of the shop certainly do not require expensive construction, and in 
fact will look more in place in a building of the shop type; if the lat- 
est kind of machinery with motors directly connected is installed, 
surely no one can object to the shop type of building. 

The shop built building can be made more adaptable to the con- 
stantly changing needs of the Continuation School than can the usual 
school building. In this new work no one can know for sure that the 
work installed today can be called successful tomorrow, and conse- 
quently more or less moving of equipment and changing of quarters 
for different activities is necessary. This can be done much easier in 
a building of the kind advocated. 

Another thing in favor of the shop building and to me the most im- 
portant is the shop atmosphere which would be found in a building 
such as the Continuation School boy spends nine-tenths of his time in. 
He would forget his dislike for the old school, and would feel that he 
was going to work in an education shop. This would be true not only 
for the Continuation School boy but also for the mechanic and appren- 
tice. I think our night school work in general would be greatly im- 
proved if the shop work could be taught under shop conditions. The 
shop building would stand out from the regular school system as some- 
thing definitely different, and the ordinary mechanic, trade worker or 
shop foreman would feel more comfortable in attending a class in a 
building of this kind than in a building such as the majority of us are 
using at the present time. 

Leonard R. Evans, 

Sheboygan. 



160 



Outlines of Lessons 



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Institi-te of Teachers 161 



A SEPARATE BUILDING FOR CONTINUATION SCHOOLS. 

After a great deal of argument pro and Cun over the question of 
the unit or dual control for the continuation school activities in Wis- 
consin, and after several years of operation under the dual system, 
consensus of opinion seems to be that the schools of industrial edu- 
cation need a special board in order to advance the cause of industrial 
education as it should be advanced. 

Next in importance to the separate board idea is tli.e separate build- 
ing idea. The reasons for this are manifest. In the first place the 
regular school buildings have been so well filled up, and in many 
cases crowded, that it is unfair to both schools to expect them to use 
the. same buildings. The separate building idea is also better liked 
by those who come part time, having left the regular school for work, 
and by those who are over 16 years of age who do not like to go back 
into the regular school building to complete their education. Both 
of these classes would do better work in a building especially adapted 
for that purpose. The separate building can also be located to suit 
the best interests of the city, whereas, if the school were located in one 
or more of the regular school buildings, it would not generally be 
central enough. Then, too, most of the regular school buildings are 
not equipped properly for this kind of work. A separate building for 
this work can be located, built, and equipped so as to adapt itself to 
the special needs of our work. 

Having a separate building for this work will also tend to make the 
school a more distinct feature in the educational work of the state, 
and not cause it to be absorbed by the regular school activities. It 
will make it stand out before the community as a distinct feature of 
education, its wants and needs will be more apparent, and it will on 
this account receive the attention that it should. Its needs can be 
worked out according to the conditions as they present themselves, 
and its work will not be narrow^ed by tradition. 

The arrangement of rooms, equipment and schedules are so differ- 
ent from that of the regular schools that to have both operated in the 
same building would tend to disarrange or minimize the work of one 
or the other. 

Some may say that it would be a great expense to have a separate 
building. Of course, this would be true if the people who make these 
assertions mean that less money and less attention would be given 
to this work if it were carried on in the regular school buildings, but 
to be a success it would have to receive the same attention and as 
much money would have to be spent upon it if carried on in the reg- 
ular school buildings as else where, the only additional expense would 
be the cost of the new building. But would it not be necessary to put 
up more regular school buildings if the continuation school work were 
crowded into the regular schools? Therefore, this phase of the ques- 
tion ought not be considered by those who really believe that indus- 
trial education is a good thing. 

E. E. GuNN, Jr. 
^ Green Bay, Wis. 

11— I. T. "^' 



Ilv2 (^rri.iNM-;; of lii'-^;t^ONS 



FKOPKi; IKM'SINC VOK TllK DAY AND EVENINO, SCHOOL 
ACTIVITIES. 

A huililiiii; t'l-ir hoiisin.u, tho Day School Aotivitios may bo provided in 
sevfral ways. Tlio Industrial rnxvrd has tho power to loaso suitable 
grounds or buildings lor tho use of schools, under its supervision; ox- 
istiuK school buildings and equipment shall be used as far as practicable. 
"The fact is that the niandatory tax levy of the local industrial board 
is on.^ hall" a niill ami after niaintaiuiui; the schools there is little left 
from the money so levieil to spend for the purchase or lease of suitable 
.urounds or buildings." 

It is evident that these activities for the Continuation School should 
be carried on in appropriate places for work. That is that these rooins 
he in structure size and shape as nearly like the rooms in which work 
is done in real life. For instai\ce there should be an appropriate room 
for cement work and carpenter work for the boys, a print shop, as is 
found outside of the school-roon\s' walls, a practice kitchen, planned 
and constructed on an ideal home kitchen for the girls to use when 
serving n\eals, sewing rooms as found in factories and homes. These 
rooms should not only be appropriate, but of surlicient size and attrac- 
tiveness to answer the purpose for which the rooms are designed. 

These rooms should be so constructed and planned that each room 
will suggest centralization of that particular activity in the community. 

Many boys and givls who come to ns. are motor-minded and have not 
had the opportunity for that Industrial training that they craved. 

Alany girls who have failed in academic work. n\ore than succeed in 
Industrial work, proving to us that a building would pay for itself. 
The schools from which they come have not provided this: therefore 
it behooves the Continuation School to give this to these people; to give 
them the opportunity that is theii's, making it possible for them to earn 
a good and honest living. This can he done by providing appropriate 
and titling work rooms, to give good training to these people. 

While the initial cost is less for one building than two the final cost 
nniy be i\UM-e, These boys and girls have reached the period of adoles- 
ceiise when it is better for them to be segregiUed. The fathers and 
mothers of these boys and girls have not equipped them with the knowl- 
edge that should he theirs at this period. "While all activities may be 
centralized in one building finer men and women can be made of these 
boys and girls if segregated. By having the boys and girls separated, it 
is possible to secure greater concentration of thou.ght on the activity 
pursued by either than when these boys and girls are together. If their 
energies can be turned into desirable channels unhampered by the in- 
fluences present when housed in one building much more can be ac- 
complished in making line men and women. The experience in several 
schools has demonstrated this fact. 

A separate building for the boygi can bo constructed on the "Shop 



Institutk oii^ Tkaciifrs 



163 



riiiii" iiiMkiiiK it as liu(> to lilV ;is jxiKsihlc. TIk" ImiidiiiK loi' "n" >;irls 
(.•an be const nictc'd on tlu' lionit* and i'actoiy i)laii, away I'roiu tli(> noiao 
and inllu(Mioo ol' tlio boy's sliop. 

This olTcrs a splrndid opportunity for Intonsil.y of conccnl rat ion of 
inl(>rrsls. My liavinj; th(>sr activities lor tlic fxirls c<>nlrali/,<>(l in aiiotiior 
place, l't>\V(M' distractions occur Ihrou^h lliis arrang(Mncnl. 

"IjcI us k'vc tlicso boys and )^irls a bnildinK wiiicli ol'IVrs ample aiid 
tiltinj; room tor (>xorcis(^ and joyous pb\y. A bnildiuK sinii)ic but 
stately, IliouKlitfully planned, sUilirnlly built, and generously (>(|uippcd. 
OtTcrinK tliosc things wliicli contiibulc lo a strong;, lusiltliy body, an 
alert, suri> mind, a line, steadfast spirit. Having K'vcmi llies(> IliiuKS to 
the children the school of I lie p(>opl(> should Kive its citizens an exalted 
neighborly life more abundant, making the Mi>; Red School House a 
radiating ceutcM- foi- the linal good (d' all Am(Micans and IIumi for the 
world." 

Th(^ first plan given is for housing boys and girls in one building. 
The s(-con(l plan is a plan for housing girls only in on(> building. The 
boys ar(> to i)e provided in that case witii a building on the "shop plan." 



164 Outlines of Lessons 



Topic 17. 
INDUSTRIAL SCHOOLS- SUMMER SESSION. 



S. B. Tobey, Wausau, Chairman, 

Marj^ D. Bradford, Kenosha. 

B. E. Nelson, Racine. 



Of all the Industrial Schools in Wisconsin only four have had regu- 
lar sessions during the summer — Janesville, Beloit, Sheboygan, and 
Wausau. Of these Janesville and Beloit have had one summer session, 
Sheboygan has had summer session for two successive years, and Wau- 
sau for three successive years. Janesville and Wausau have conducted 
summer schools for girls m sewing and cooking; Sheboygan has had 
summer school work for boj's; while Beloit has had summer school 
work for both boys and girls, the boys being taught cabinet-making and 
the girls sewing and cooking. 

West Allis conducted a co-operative class in wood-working under the 
direction of the manual training man, and Superintendent Jones re- 
ports that the boys made fair wages during the summer. 

The following schools expect to have Industrial summer school ses- 
sions this year: 

Racine, eight weeks, with five teachers. 

Sheboygan, six weeks, with two teachers. 

Fond du Lac, six weeks, with two teachers. 

Wausau, six weeks, with two teachers. 

There seems to be no good reason why Industrial School should not 
be conducted during the summer as well as during the remainder of 
the year. The funds are available and there are many children and 
young people who have spare time at this time of the year. The days 
are longer and the time which would otherwise be wasted in idleness 
might be more profitably spent in getting a better preparation for life. 
Sewing, cooking, millinery, house-sanitation, salesmanship classes, 
classes in electricity, in cabinet-work, in printing, and in carpentry can 
be carried on as well in the summer as during the remainder of the 
school year, while gardening and agriculture can be carried on at no 
other time so satisfactorily. 

There are many vacant lots about our cities, which, if cultivated 
properly, would produce all the vegetables that a family would need 



Institute of Teachers 165 

for the ensuing winter. There are boys and men without jobs and even 
women who, with a little help and direction, could use these waste 
places to the comfort and advantage of their own homes and to the re- 
lief of society to whom in their need they often appeal for aid. By util- 
izing these vacant lots, they would not only provide for their larder, 
but would also save their self-respect and maintain a whole-some inde- 
pendence. 

It is the plan of Janesville this year to employ a man to direct the 
work in gardening and agriculture, and pay for his wages through the 
regular School Board. Why might not other cities through the Indus- 
trial School Board take up the same line of work? 



166 Outlines of Lessons 



Topic 18. 
AUTOMOBILES, CLASSES AND INSTRUCTION. 



R. E. Davis, Milwaukee, Cliairman, 

R. W. Hargrave, Menasha, 

Roy Anderson, West Allis. 



By R. E. Davis, S. A. E. Member. 1913. 

Tlie object of a course in Automobile Care and Operation is to enable 
those interested in using automobiles to get better satisfaction and 
service from their investment. The automobile is here to stay. It is 
not entirely a means of pleasure but is rapidly coming to be a reliable 
means of conveyance for business as well as pleasure. 

It is not necessary to relate all the facts about the dissatisfaction 
experienced by such a large percentage of car owners, or the discord be- 
tween repair men and owners or dealers and owners. These facts are 
well known to all parties connected with the automobile world. The 
next question is, "Why is there so much discord and dissatisfaction?" 
The only answer is "Lack of Information Regarding the Machine". The 
most complicated machine in common use is being handled by persons 
who know very little about even the fundamental principles on which 
it operates. 

The average pleasure car has more than three thousand different 
parts. It is far more complicated than the modern locomotive, or the 
city power plant even though more automatic in performance. No sane 
person would attempt to run a locomotive from here to New York un- 
less he had first learned every detail of the machine as well as the 
fundamental principles on which it works. No sane person would at- 
tempt to run a city power plant without first learning every piece of 
mechanism and the principles on which it works. No sane person 
would attempt repairing a high grade watch without first learning what 
each part does, how it should work and the dangers which are sure to 
result from abuse. Yet there are hundreds of thousands of Americans 
driving and attempting to care for the most complicated machine in 
common use. 

Is it any wonder there is so much dissatisfaction? 

The average driver is dissatisfied. He doesn't know when he is get- 
ting justico. He is as liable to be dissatisfied with a good piece of 



Institute of Teachers . 16? 

work as he is with a poor one. Of course he doesn't always get good 
work. 

The average repair man needs to learn about as much as the driver. 
It is a very rare case to find a repair man who is really capable of doing 
good repair work to say nothing of diagnosing trouble efficiently. The 
average dealer knows as little about the proper method of caring for a 
car as the average repair man. He spends too much of his time mak- 
ing claims for what his car will do; and spends too little time in as- 
sisting the customer to learn how to care for the car. 

Since there is a lack of information in every party concerned, dis- 
cord and dissatisfaction is the inevitable result. 

Instruction on the care and operation of automobiles was under- 
taken by the Speaker for Iowa State College last year. This took the 
form of a five lesson short course and was held in twenty seven dif- 
ferent cities. The institutes were held under the direction of some 
local organization such as an Automobile Club, Commercial Club or 
Improvement Club. The local organization guaranteed a certain stip- 
ulated amount for the course. Some of the organizations charged ad- 
mission and some did not. The attendance varied from twelve hun- 
dred on down to five. The average attendance being appruxlmately 
one hundred. 

The series of illustrated lectures were: — 

1. Carburetion and Ignition. 

2. Electric Lighting and Starting. 

3. Engines. 

4. Transmissions, Axles, Steering Gears. 

5. Tires and Road Rules. 

The lectures were illustrated with 400 lantern slides showing details 
and section models of all important parts about the car and illustrating 
and comparing the different types of standard construction. A complete 
set of lantern slides, showing the manufacture of tires from the time 
the rubber tree is tapped till the finished tire is placed in the store 
room was a part of the tire lecture. The principal part of the tire lec- 
ture, was the care and abuse of tires. Lantern slides showing photo- 
graphs of each effect of tire abuse and special charts illustrating the 
stresses produced in tire fabric and a series of photographs showing a 
tire under different loads and different pressures were prepared by the 
speaker especially for this course. Sections of all types of new tires 
as well as sections of old tires showing the effect of each tire abuse 
were carried in special cases for placing on exhibit. 

Twelve exhibit cases forty inches square contained Radiator sections. 
Carburetors, Magnetos, Storage Battery plates. Spark plugs in section, 
and the tires previously mentioned. Twelve charts thirty eight inches 
square were prepared illustrating the fundamental principles of car- 
buretion, ignition, electric generation, storage battery, care, radiator 
care, tire care and the rate of flow of fuels under different tempera- 
tures. 



168 Outlines of Lessons 

During the day the speaker devoted his time to looking over the cars 
brought up by owners and repair men. Trouble was diagnosed and 
carburetor and ignition adjustment made and remedies prescribed for 
the mores serious forms of trouble. This part of the course seemed 
more appreciated than any other feature. The speaker was usually busy 
during the day with trouble tracing. Each case of trouble was explained 
in detail to the ones present and the speaker usually directed the 
owner of the car in making tire adjustments in order to make the 
demonstration more effective by giving the owner the practice in mak- 
ing the adjustments. The effect of each different adjustment was dem- 
onstrated on the road. 

At the close of each lecture an opportunity was given for questions 
before adjourning. On an average, there were from forty to fifty ques- 
tions asked before adjournment, and often the speaker was detained 
more than hbur after adjournment to answer questions. 

Trouble charts in pocket folder form were prepared by the speaker 
and distributed to those attending the institutes. 

The Automobile course given by the speaker at the Milwaukee Con- 
tinuation School is vBii-y similar to the one given for Iowa State Col- 
lege last year. The same outline is used and the same subjects cov- 
ered. The present course goes into detail very thoroughly on all parts 
of the automobile. It takes up the subjects in the following order. 

1. Ignition. 

2. Batteries. 

3. Spark Plugs. 

4. Carburetors. 

5. Engines. 

6. Cooling Systems. 

7. Electric Lighting. 
S. Electric Starting. 
9. Transmissions. 

10. Clutches. 

11. Rear Axles. 

12. Steering Gears. 

13. Springs. 

14. Tires. 

15. Cost of Service. 

16. Road Rules. 

17. Traffic Laws. 

Each subject is studied from the following standpoint: 

1. Purpose. 

2. Operation. . 
S. Theory. 

4. Adjustment. 

5. Care. 

6. Repair. 

7. Trouble Tracing. 



Tnstitittk of Trackers 169 

The different parts are explained from the standpoint of the De- 
signer, Manufacturer, Consumer, and Repairman. The lectures are 
supplemented by mimeograph notes and manufacturers instruction 
books for home study. Lantern slides and sectioned models are used 
in the lecture. Practically all questions are answered in the lecture 
and the students are urged to do their owii thinking as far as possible 
in the laboratory. 

Each student is given question blanks to till out in the laboratory. 
These questions cover all the essential points in detail and are 
handed in, corrected, graded, and returned to the student. Problems 
are given out for the students to work out at home and hand in for 
grading. 

In the laboratory the students take the cars apart to inspect them 
and get the information for filling out the question blanks. A special 
point is made of the theory of each part and very little time is spent 
in actual repair work. Motor tests are made by the students to prove 
the effect of different valve timing, ignition, timing and carburetor ad- 
justment. The chassis test plant is used to measure the power of cars 
as they are assembled for road work, and any car can be placed on 
this testing plant and put to a power test on any of the speeds. The 
students have the privilege of bringing in their own cars for adjust- 
ment and testing them on this plant. The outline and the questions 
given will give an idea of the pfen used. A special effort is made to 
induce students to do home study work. 

It has been the speaker's experience that the average student learns 
a subject much faster and much more thoroughly by writing up an- 
swers to questions. The questions direct the students attention to the 
most vital principles and facts and draw from him a decision which is 
put on paper, handed in, corrected, graded and returned. This gives 
a splendid opportunity for one instructor to manage a large class of 
fifty or sixty students without losing their interest. This plan meets 
with the hearty co-operation of the students. They take hold of the 
work with a spirit which is indeed gratifying.' The instructor passes 
from group to group answering questions and giving occasional in- 
structions which will assist in bringing out points of special interest. 

The classes should be graded into at least four divisions if possible. 

A. 1. Beginners with practically no education. 
2. Beginners with average or good education. 

B. 1. Experienced drivers and repair men with practically no 

education. ^ 

2. Experienced drivers and repair men with average or good 
education. 

Those having a High School education or at least the equivalent, 
make better progress in this course than those having practical exper- 
ience only. The ideal student, however, is the one having practical 
experience and a good education. He can then make rapid progress. 

At the preseiit time the class is composed of men and boys of agea 



170 Outlines of Lessons 

from sixteen to sixty years and from all professions and vocations rep- 
resented in the city. Father and son work side by side. In spite of 
the fact that the class is not graded, there seems to be no difficulty in 
holding the keen interest of all. It is necessary to hold the progress 
at an average rate, h-owever, when many could advance much more 
rapidly. 

Each student comes two nights per week, once to a lecture and once 
to the laboratory. The hours are from 7:00 P. M. to 9:30 P. M. From 
7:00 till 7:30 of lecture night is devoted to questions and answers on 
back work. The last two hours are devoted to advance work. Ques- 
tions are asked by the students at any time during the lecture. 

At the average rate of progress for an ungraded class, two years will 
be required to complete the course by attending two nights per week. 
The work is kept up to a certain standard and each student must meet 
this standard in order to get credit for tha work. 

A short course given by H. L. Connell installed last February, 
will cover the entire subject in one half year. The enrollment in the 
short course on April 1 is 87 and average attendance 71%. The en- 
enrollment in the regular two year course on the same date is 131; the 
average attendance is 72%. 

Considering the hours which some of the students are obliged to 
work during the day and the distance they have to come the average 
attendance is reasonable. Some of the men have to come direct from 
work to the class room in order to attend at all. Many of them are heads 
of families and are detained by sickness and other responsibilities im- 
posed upon them. 



SUBJECTS OF AUTOMOBILE COURSE. 

I. Ignition. 

II. Batteries. 

III. Spark Plugs. 

IV. Carburetors. 
V. Engines. 

VI. Cooling Systems. 

VII. Electric Lighting. 

VIII. Starting. 

IX. Transmissions. 

X. Clutcher. 

XI. Rear Axles. 

XII. Steering Gears. 

XIII. Springs. 

XIV. Tires. 

XV. Cost of Service. 

XVI. Road Rules. 

XVII. Traffic Laws. 



Institute of Teachers 



171 



REQUIRED FOR COMPLETE AUTO COURSE. 



Mathematics 



Addition 

Subtraction 

Multiplication 

Division 

Fractions 

Decimals 

Percentage 



Physics 



ijpvers 
Pulleys 



Inertia 



Friction 



Heat 



-^STUatlo 
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\ Solids 
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'Coefficients 
Power Loss 
Heat 



I Solids 
[Fluids 



Meciianical effect on 

Combustion 

Evaporation 



Solids 
Fluids 



REQUIRED FOR COMPLETE AUTO COURSE. 



'Magnetism 



Electricity 



[Current 



Measurements j, Voltage 

Resistance 



Power and Heat 



Generation 



Circuits 



Induction 



Chemical 



Mechanical 



'Series 
Parallel 
Combination 



Friction 



Dynamo 



( Windings 
I Commul; 



172 



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UUTLINE OP AUTIMOBILE COURSE. 



V. Engines. , 



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Institute of Teachers 



181 



OUTLINE OF AUTOMOBILE COURSE. 



XVI. Road 
Rules 



Safety- 
Signals 
Obligations 
Privileges 
Courtesies 
First Aid 



XVII. Traffic 
Laws 



Speed 

Signals 

Accident 

Registration 

Lights 

Liability 

Obligations 

Privileges 



AUTOMOBILE COURSE. 
Questions Nos. 1 to 10. 



Student's name 

Student's number date 



1. How is electricity generated? 

2. What determines the direction of flow of current? 

3. Upon what does the voltage of current depend? 

4. What is the purpose of insulation? 

5. How many principal parts are necessary in a low tension magneto? 

Name each and state its function and material of which it is 
made. 

6. How can the strength of a magnet be tested? 

7. What should each magnet do in the test? 

8. Why do some magnets get weak more rapidly than others? 

9. What quality of steel should be used in magnets? 
10. What is a "short ciicuit?" 



Question Sheet, 

11. How many principal parts are there in an induction coil? 

12. Name each, tell its purpose, and material of which it is made. 

13. Upon what principle does the induction coil operate? 

14. How does the voltage of the secondary winding compare with that 

of primary? 



182 Outlines of Lessons 

15. How does the amperage compare? 

16. .What is the object of the induction coil? 

IGNITION SYSTEM. 

1. What make of ignition system is this? and for liow many cylinders? 

2. What type? 

3. How many circuits are there in this system? Name each and tell 

its purpose. 

4. How is the interruptor operated? 

5. In what condition are tlie interruptor points? 

6. Which circuit do the interruptor points carry? 

7. Does the spark occur when the interruptor points close or when 

they open? 

8. In what condition must these points be in order to work properly? 

Why? 

9. How must they be adjusted? 

10. How many revolutions does the shaft turn before all plugs get a 

spark? 

11. What causes the plugs to Are in a certain order? 

12. How can the firing order be changed? 

13. Make a sketch of the wiring connections on back of this sheet 

marking the terminals as they are marked on the apparatus. 

14. Does it make any difference which way the battery circuit is con- 

nected in regard to polarity? Why? 

15. Explain the peculiar ways in which the primary and secondary cir- 

cuits differ in actions. 

STORAGE BATTERIES. 

B — 1. Name the principal parts of a storage battery and tell material 
of which they are made. 

B — 2. What grade of acid and water should be used in a storage bat- 
tery and why? 

B — 3. Explain chemical action while discharging. 

B — 4. Explain chemical action while charging. 

B — 5. What is used as an indication of the condition of the battery? 
and under what conditions is this a correct indication? 

B — 6. What should the sp. gr. be upon full charge? 

B — 7. Upon full discharge? 

B — 8. What determines the amount of charge in the battery? 

STORAGE BATTERY NO 



1. What is the name of this battery? 

2. What is its rating? Explain what this means. 

3. How high is the electrolite in each cell? 

4. How can you tell what voltage it is supposed to have 

5. How many cells are there in this battery? 



Institute of Teachers 183 

6. What is the sp. gr. of the electrolite in each cell? (Test each with 

hydrometer. Always return the electrolite to the particular 
cell from which it was taken.) 

7. Connect up this battery ready for charging from the light circuit. 

Make a sketch of the connection on back of this sheet. Mark 
battery and charging circuit terminals, or as the case may be. 
Test all terminals for polarity before connecting and have the 
connections inspected by an instructor before closing the 
switch. 

8. How can the polarity be determined? 

9. In charging a storage battery are like poles connected together 

or unlike poles? 

10. Which kind of current must be used for charging a storage battery? 

11. What is the charging rate of this battery? 

12. How long will it take to fully charge this battery at this rate? 

13. How long at l^ this rate? 
How long at H this rate? 

15. At what rate should any battery be charged? 

16. How can you tell when a battery is fully charged? 

17. What should the sp. gr. be for fully charged battery? 

QUESTIONS ON CARBURETION. 

C — 1. What is the function of the carburetor? 

C — 2. How many parts are shown in figure C — 1? Name each and 

tell its purpose. 
C — 3. What are the two ideal conditions of carburetor adjustment? 

State the proportions of gasoline and air by weight and 

tell when and why each condition is desirable. 
C — 4. How can a carburetor be made to give these conditions while 

driving? 
C — 5. Name carburetor troubles, state cause and remedy. 

CARBURETORS. 

2. How is this carburetor to be heated? Why is it necessary to heat 

any carburetor? 

3. What material is float made of? What may happen to this float 

body to make it lose its ability to float? Name remedy. 

4. How can the gasoline level be changed? 

5. Name method of draining this carburetor. 

6. Why is it necessary to drain a carburetor and how often? 

7. At how many places does air enter this carburetor when engine is 

running very slowly. 
When at fast speeds. 

8. How many spray nozzles work at slow speeds? 
How many at fast speeds? 



184 Outlines of Lessons 

9. How many adjustments effect quality of mixture at slow speeds? 
Name each and tell whether it controls the air of fuel. 

10. Ditto for medium speeds. 

11. Ditto for fast speeds. 

12. What does the dash adjustment control on this carburetor. 

Air or fuel? 

13. How ma*^ the throttle valve be prevented from completely closing? 

What is the object of this adjustment? 

_ ENGINES. 

E — 1. Explain the four stroke cycle ennne and tell what occurs dur- 
ing each stroke. 

E — 2. How does the gas engine obtain its power? 

E — 3. What pressure is in cylinder at end of compression stroke? 

E — 4. What pressure at beginning of working stroke? 

E — 5. What conditions are required to make any gas engine run 
properly? 

E — 6. Name causes and effects of poor compression. 

E — 7. Name conditions which effect spark advance and explain each. 

ENGINES. 

1. Makers name of this engine? 

2. What type, i. e. 2 or 4 cycle? 

3. How many c^^inders? 

4. How are cylinders cast? 

5. Type of cooling? 

6. Bore and Stroke? 

7. Displacement in cubic inches? 

8. Compression in pounds per square inch? 

9. Maximum total explosion force on piston in pounds? 

10. Cylinder head, detachable or integral? 

11. Location of valves? 

12. Size of valves free openings? 

13. Life of valves? 

14. Bevel of valve seat in degrees? 

15. Diameter of valve stem? 

16. Fillet radius at head and stem? 

17. Inlet valve opens how many degrees after upper D. C? 

18. Inlet valve closes how many degrees after lower D. C? 

19. Total time inlet valve open in degrees? 

20. Exhaust valve opens how many degrees before lower D. C? 

21. Exhaust valve closes how many degrees after upper D. C? 

22. Total time exhaust valve open in degrees. 

23. Do valves overlap or does exhaust close before inlet opens? State 

which and give time in degrees? 



Institute of Teachers 185 



24. Firing order is? 

25. Ignition occurs wiiere with retarded spark? 

26. Degrees of spark advance? 



TRANSMISSIONS. 

1. Maker's name? 

2. Type of transfnission, gear, chain or friction? 

3. Selective, i. e. (can any speed be selected without passing through 

some other speed.) or progressive (i. e. have to go from one 
speed through another in a certain order.) Or planetary? 

4. How many speeds forward? 

5. Where is transmission located in chassis? 

6. How many speeds reverse? 

7. Ratio of each? » 

8. Width of gear faces? 

9. Do gears slide into mesh with others to obtain different speeds or 

do jaw clutches slide? Describe for each different speed. 
10. Make a sketch of transmission gears for each different speed on 
back of this sheet. Give number of teeth in each gear and 
speed ratio of each speed. 



REAR AXLES. 

1. Type of axle, i. e. maker's name, full floating, three quarter float- 

ing or semi floating? 

2. Type of drive, i. e. bevel gear, spur gear or chain? 

3. Type of differential, spur or bevel gear or gearless? 

4. Type and make of bearings carrying differential cage? 

5. Type, make and number of bearings carrying road wheels? 

6. Type, make and number of bearings carrying bevel drive pinion 

shaft. 

7. How may the driving gears be adjusted? 

8. What is the gear ratio? 

9. Method of getting lubricant to each bearing? 

10. How is shaft attached to hubs? 

11. How is driving force transmitted to car, i. e. through rear springs, 

propellor shaft housing or radius rods? 

12. How is this axle prevented from turning, i. e. by rear springs, 

torque arm or propeller shaft Housing? 

13. How many breaks? 

14. What type service break? 

15. How may it be adjusted? 

16. What type of emergency brake? 

17. How may it be adjusted? 



166 Outlines of Lesson's 



Topic 19. 

PRACTICAL HOUSEEEEPINO TAUGHT IN A REAL 

HOME, 



Hattie Mordell, Chippewa Falls, Chairman. 

A. J. Dremel, Racine. 



Model Home School. 



H. C. Buell, Janesville. 



This is a new department of the Industrial school work and all who 
have visited the well equipped "home" where the girls have practical 
training in housekeeping and home economics, are enthusiastic in their 
praises. 

The school work is conducted by Miss Hattie Mordell who for the 
past three years has been in charge of the Continuation school work, 
assisted by Miss Minda Hogseth a graduate of Stout Training school. 

The Idea. 

The Home school is an attempt to embody the ideas which have been 
maturing while the continuation school has been an attempt to embody 
the ideas which have been maturing while the continuation school has 
been solving itself here in our public schools. 

Just what can the school do for the boy or girl is the question con- 
stantly before us. To prepare boys and girls for their future duties 
and responsibilities is the business of all education. 

Since a girl is bound to become a home maker and housekeeper it 
seems that this education and training cannot be effectively given un- 
less it is connected with the home in such a way that the instruction 
shall find expression in the home, and shall react upon the girl in her 
home relations and occupations. So this year all the teaching and 
initial activities have been connected with and conducted in a real home 
instead of having a part of them given in a formal and unrelated school 
room as before. 

The authority for the organization of this school was granted by the 
local Industrial Board of Education last spring and Miss Mordell au- 
thorized to furnish and equip the school. 



Institute of Teachers 187 



The Home. 

The house owned by Mr. H. Kolb at the corner of Bay and Cedar 
streets, was leased for a year. This house is suitable in itself and in its 
location for work of this kind. 

It is an eight room house with arrangement of rooms well adapted to 
this new enterprise, including two large halls, living room, sewing and 
fitting rooms, dining room, two bedrooms, kitchen and bath room. A 
room for laundry work is to be built on to the house next year. 

The school is known as the "Home" school because it conveys the 
whole meaning- — a school with the emphasis upon the spirit of and its 
motives for the home. 

Work commenced September 7, 1914, and up to date we have enrolled 
a family of twenty-nine girls; every one having some part of the house- 
hold duties to perform. Homely virtues and wise expenditures and 
making much of little is practiced as well as helpfulness and kindly con- 
sideration for rights of others. 

The home in all its plans and furnishings has been kept simple and 
inexpensive and not beyond the comprehension or ability of the girls 
to realize in their own homes. Girls have an opportunity to experience 
the joy of work well done, apply the lesson learned and skill acquired, 
learn to love simplicity and well ordered home-like activities. Because 
of these opportunities the Home School is bound to affect the present 
and future lives of the girls who come within its influence. 

The Classes. 

Our school offers a course in sewing, cooking and housekeeping. 
These classes meet daily. Classes in millinery and home nursing also 
are conducted. Opportunities for girls to take piano lessons, painting 
and drawing work also are provided. 

All elementary education nceessary for a girl is correlated with sub- 
jects mentioned, such as household accounts, English, spelling, writing, 
reading and hygiene. So through this instruction we hope to give the 
working girl preparations for her temporary calling and fit her to meet 
the requirements of her future career as a home maker. 

Some studies are offered as regular part of the high school system. 

By handling the girls in small groups it is possible to show how all 
the work in the home may be done by the members of the family work- 
ing together along some systematic plan and through the serving of 
meals, reading, and many forms of recreation it is possible to show how 
tlie social side of home life may be developed and made to include varied 
interests. Records are kept of each girl's work and a rotation of occu- 
pation planned to give the members of the divisions an opportunity to 
do all the work outlined in the course. 

An Industrial Center. 

This school offers the girl means of giving expression to all her 
feminine talents, showing what may be accomplished in any home 



18^ Outlines of Lessons 

through well directed effort preaching economy and thrift. The girl 
learns through the many suggestive activities of the school to use to 
advantage what might be called waste materials. 

Attractive articles of furniture to use in the home to sell have been 
made. Jellies, pickles, preserves of various kinds are made. Sales are 
held from time to time of articles such as bread and cake baked at 
school. Sales and exhibits of needle work and arts of other kinds have 
been conducted by the girls. Outside sewing taken in and meals served 
occasionally. 

Accomplishments. 

The school serves as an employment bureau. The work is so organ- 
ized that the public is greatly benefited in being able to secure cooks, 
waitresses, laundresses or skilled labor in any branches of housecraft 
from the school where the work is carried on from the standpoint of 
both theory and practice. 

Attendance. 

This school is open to any girl who has had at least five years of pub- 
lic or parochial school training. The girls may attend all day or part 
time as classes are conducted by group instruction. 

All girls who have left the grades or High School should arrange to 
take this practical home making course. All girls under sixteen and 
employed on permit are required by law to attend five hours a week. 
These classes are held on Monday and Wednesday afternoons. 

Girls und*ir sixteen staying at home and not attending school are re- 
quired to attend either part time or all day as conditions may be. 

Girls over sixteen working or at home, are invited to enroll a.nd be- 
come members of the school attending either all day or part time. Girls 
living in the country desiring to take advantage of this course may 
make arrangements to attend whenever possible. 

Domestic Science. 
Cooking. 

We can accommodate a class of eight girls in the kitchen of the 
Home School at one time. Methods and preparation of foods are taught 
with the economic value applied to the principles of cooking, preserva- 
tion and storage of foods; canning and preservation of various fruits 
and vegetables. 

Our kitchen is one such as you will most likely find in the average 
home. Each girl is taught the care of a stove and^how to know a good 
range. Each lesson in cooking is a unit in itself but a part of a meal 
plan and its preparation. Each group of students has prepared and 
served the breakfast, dinner and supper as well as prepared special 
dishes for lunches. The lessons in serving have been given in connec- 
tion with this. 

We have two classes in cooking every day to different groups of stu- 



Institute of Teachers 189 

dents. To each cooking period is given one liour and thirty minutes 
time. 

The girls take great interest in cooking, keep their note books up to 
date and well written and report from time to time on the results of 
recipes tried at home. Our evening school cooking class is large there- 
fore it is necessary to have our classes meet at the High School Domes- 
tic Science rooms. The lessons are similar to those taught in the day 
school. 

Sewing. 

The course followed in sewing you will find in the outline of Course 
of Study. 

We give training and practice in hand and machine work and lessons 
on the use and application of commercial patterns. 

Each student is required to make one suit of underwear and one outer 
garment. Most of our girls have made more than this. Some have 
made various articles of wearing apparel for different members of the 
family and friends. 

The girls in our advanced sewing class have taken charge of outside 
sewing and thus earned a little money. 

The girls get practice in various kinds of stitches, in making button 
holes, mending, repairing and simple dress finishing. 

Our Art Needle Work class prepared articles for a Christmas sale. 
This was a big success, bringing a little Christmas money to each girl. 

Our sewing room is equipped with three sewing machines, a large 
cutting table, five sewing tables and twelve sewing chairs. The room 
is large, well lighted and ventilated and the spirit among the girls is 
beautiful and the atmosphere of the school most pleasing. 

Two of our girls are now young mothers. When they entered the first 
of the year they knew nothing about sewing and had never made any- 
thing for themselves or others. One girl completed her baby's wardrobe 
and was certainly interested and pleased with what she had accom- 
plished. 

Composition by Girl of the Home School. 

"MY HOME BOOK." 

Even if you are "just a girl" you are dreaming and planning for that 
home that you are going to build some day, that home that is to be a 
"really truly" home, an expression of your own individual tastes. I 
take great interest in my Home Book, formulate plans of my own and 
watch my friends' experiments with eagle eye. When we have approved 
of this or that practical or artistic idea we have considered adapting it 
for our own use in the future — make it part of our book and have it for 
future reference. 

This book looks like a common note book rather large and flat. On 
the first double page is drawn the plan for a house, chiefly remarkable 



190 Outlines of Lessons 

for its compact build, wliicli will save steps, and for its generous sup- 
ply of closets and cupboards. The next is the plan for the basement, 
then the first floor and second floor and arrangement of rooms. 

The kitchen requires a great deal of attention, for to the housewife 
it is the most important room in the house. Whether the housework is 
to be an easy task or a burdensome one depends to a great extent upon 
the kitchen arrangement. So in this room I have tried to plan every- 
thing to save time and strength and the designs that 1 have gathered 
together here range from a plan for a built-in cupboard down to a handy 
draining board. I want this room to be especially cheerful and attrac- 
tive and easy to keep clean. Therefore the finish of the woodwork and 
walls had to be very carefully considered. The plan of the pantry shows 
the arrangement of the drawers and cupboards. 

The page given to the dining room shows a sketch of the room and 
notes on the finish of the woodwork, on the color scheme, etc., there 
are pictures of the built-in buffet and of some simple pretty designs in 
dining room furniture. 

The diagram of the living room comes next, showing the built-in book 
cases and the arrangement of furniture. A good deal of time was de- 
voted to this room for since it is to be a "living room" we want it to be 
the keynote of the house. The first two pages is given over to notes 
on the finish and color scheme of the woodwork, walls and floor; on the 
material, color and design of curtains, rugs and cushions; here also, is 
a list of the pictures for the walls. On the other pages are pictures 
and sketches of the various articles of furniture, showing the designs 
which seem best adapted to the room as a whole and to each other. 

Each bedroom has its own double page, for each is to have a different 
color scheme and a different style of furniture; and besides the designs 
for the latter there are plans for the arrangement of the closets, with 
shelves and shoe racks, and center pole for the hangers. 

The bath room has a single page, and here especial attention has been 
paid to some of the practical and attractive fittings which are so often 
forgotten in this room. 

The linen closet shows the arrangement of shelves and draws ac- 
companied by a list of linens necessary for the house. 

On the inside of the back cover of the book there is a pocket of 
heavy paper and into this I slip all sorts of clippings and pictures which 
though they have not found a place in the book itself may still be 
suggestive. Besides those which refer to the house proper there are 
pictures of attractive porches, well planned lawns and gardens, and 
notes on harmonious color schemes for the exterior of houses in var- 
ious surroundings. 



Institute of Teachers 191 

OUTLINE FOR WORK IN THE HOME SCHOOL-. 

First Year. 
Sewing: 

Simple iiand and machine work. Aprons, caps, holders etc. ,and 
hemming line. Work-bags, laundry-bags, handkerchief-bags, 
and similar articles for learning the different stitches. 
Patching, mending, and darning. 
Cutting simple patterns for all articles made. 
Cooking: 

Plain household cooking, including the most simple dishes suitable 

for breakfast, luncheon, or supper and dinner. 
Bread-making. 
Elementary discussions of food values. 
Marketing. 

Second Year. 
Sewing: 

Hand and machine sewing. Under garments, shirt waists for 
women, shirts and shirt waists for boys, and underwear for 
little girls. Embroidery, crochet work, knitting, etc. Making 
and adapting patterns. 
Cooking: 

Household cooking and planning of menus. 

Special dishes-salads, ices and ice creams, desserts, etc. 

Preserving and making pickles, relishes and jelly. 

Dressing poultry and preparing special meat dishes. 

Discussions of food values. - 

Marketing. 

Third Year. 
Sewing: 

Home dressmaking and making over. 

Home millinery. 

Adapting patterns and making linings. Designing as applied to 
dressmaking and millinery. 

Making bows, buttons, folds etc.; for trimming. 

Clothing for babies and young children. 
Cooking: 

Invalid cooking. 

Preparation of food for babies. 

Proper foods for growing children. 

Cold lunches for laboring men and women. 

Physiological and nutritive values of foods, 

Preparation for daily home menus. 

MarKeting. 



192 Outlines of Lessons 

The Housekeeping Course: 
Sweeping. 
Dusting. 

Care of floors, rugs, curtains, etc. 
Removing stains. 
Laundry worlt. 
Bed-making. 
Different ways of spreading tlie table and serving a meal in the 

home. 
Training for the waitress. 

Course in Hygiene: 

First aid to the injured. 
Home nursing. 
Care of the teeth. 
Care of the complexion. 
Care of the hair-scalp, shampoo, etc. 
Care of the hands. 
Care of the feet. 
Bathing. 

Care of babies and young children with special reference to feed- 
ing, clothing, bathing, accidents, and illness. 
Sex hygiene. 

» 
Matters Pertaining to the Management of the Home: 

Molds — a form of plant life causing decay. 

Milk tests. 

Butter tests. " j 

Coffee tests. 

Simple water tests. 

Making of filters. 

Making of fireless cookers. ' 

Home heating. 

Home ventilation. 

Meter readings. 

Sanitary plumbing. 

Electric bills. ^ ''"^ 

Cost of home lights-suggestions for improvements. 

Home gardening. 

Instruction given also in basketry, chaircaning, making box furni- 
ture, papering and painting rooms; and other arts that can be 
used to- advantage in the home. 
Talks on books, nature study, etc. 



Institute of Teachers 193 

all day industrial school, 

Superior, "Wis. • 

The schools ostablishrd in Wisconsin under the Industrial Education 
laws, in order to be of the greatest service to the community which they 
are intended to serve, must be organized to meet the local conditions. 
As local conditions vary among our cities so the school systems will vary 
in the same degree. What is good for one city may be a waste of time 
in another and so there grows up a necessity for careful analysis of the 
local industrial conditions and judgment of what the necessary activities 
should be. 

Most of the Wisconsin cities are confronted with the child labor 
problem and their work in this particular department of education 
consists of aiding those children while at work to become better work- 
men and better citizens. This is the function of the continuation 
school. This situation does not exist in Superior. There are few fac- 
tories or other industries in which children are wanted, consequently 
the children between 14 and 16 years of age are in school where child- 
ren of that age really belong. 

Superior's problem then is to provide for the proper instruction of 
the boys and girls, who will later enter the industrial world, while still 
in school. This is the work of the All Day Industrial School, which 
department has received the most attention with us this year. 

To work out this phase of the work the four upper rooms of a regu- 
lar elementary school were taken over by the Industrial Schools. The 
plan soon proved so popular that it was necessary to open another 
room. 

With the consent of the children and parents the day was length- 
ened forty minutes and a five period day of one hour and five min- 
utes actual working time, each, was inaugurated, of which two periods 
were devoted to industrial training and three periods were devoted to 
academic work. 

Following is a copy of the working program; ' 

13—1. T. 



194 



Outlines of Lessons 



PROGRAM 

SUPERIOR ALL DAY INDUSTRIAL SCHOOL 





eas- 
ier 


Orump 
ton 


E. 
Dewey 


K. 

Dewey 


Swee- 
zey 


OTiimp 
ton 


E. 
Dewey 


A. 

8:30 


8:55 


Spiel- 
macher 


Ben- 
son 


Con- 
ley 


Rhodes 


Sw 

ze 




.Shop 


Mech. 
D 


Cook. 


Sew. 


Bkkp. 


Art. 
Draw. 


Safety 
or Hy- 
giene 


Eng. 


Arith. 


Geog. 

or 
Hist. 


Music 


Pe 

Spe 


I 


IS 


19 


18 


19 


18 
19 






16 


17 


15 






B. 

8:5f 

0:. 

9:15 


9:1E 

9:35 

9:55 

10:20 


16 


17 


15 


15min. 
14 




3:361 


15 


14 


17 


le 




ri 

9:35 
10:40 


19 


16 


19 


16 








A. 

9:3S 

B. 

9:55 


15 


14 


18 


17 




17 


18 


14 




15 










RECESS 










m 


:cEss 






1 


0. 
10:. 35 


10: .55 


17 


18 


14 




15 



III 


17 


15 


17 


J5 








A. 
10:55 


11:15 


18 




16 


19 


14 




B.- 

11:15 


11:35 


18 


10 




14 


19 


12:00 


C. 

11:. 36 


12:00 


19 


16 




18 


14 



IV 



1:15 
2:20 



M.W. 
P. 



M.W. 



18 



M.W. 
E. 



MW. 

r. 



18 



NOON 



Tu.Th. 
16 

18 



Tu.Th, 
18 



A 

1:15 



B. 

1:40 



■O. 
2:00 



1:40 
2:03 
2:20 



RECESS 



Room 19 8a 8b 
Room 18 7a 8b 
Room 17 6a 7b 



V 


15 


17 


15 


17 




.15 


17 


A. 

2:. 55 


2:55 




19 


18 


14 


16 


2:35 


B. 

2:65 


3:20 

3i:40j 




19 


18 


14 




3:40 


17 


15 


16 


- 


O. 
3:20 






16 


19 


18 



Room le 6a 6b 
Room 15 5a 
Room 13 6b 



Institute of Teachers 195 

In order to have the services of an expert in music the academic de- 
partment was made to include tlie 5B grade which was in charge of a 
talented musician and successful teacher. Had it not been for the 
purpose of securing the service of this teacher we would have included 
only the 6th, 7th and 8th grades. 

If the industrial schools are to serve the children well at a time 
prior to their selection of a vocation it is clearly our duty to provide 
a course that does not omit any essentials of a general education, while 
providing industrial training as well. The course used this year in- 
cluded the following academic subjects: English, Arithmetic, Geog- 
raphy in the 5th, and sixth and lower seventh and History in the up- 
per 7th and 8th grades; Penmanship, Spelling, Art, Drawing, Safety 
(general) and Hygiene. 

English: 

The work in English includes Language and Literature and is 
taught by one teacher who has made the work as "practical" as the 
most radical critic could expect. The aim of the Language work 
is to teach children to use in oral and written work correct Eng- 
lish sentences. Grammar is only taught as a demand for it ap- 
pears in the coutse of the work. Parliamentary Practice is given 
much attention and children are instructed in the Rules of Order 
by actually conducting meetings doing actual business. For writ- 
ten work at this time each child keeps a secretary's book of min- 
utes. In Literature the inate desire of children for narration 'and 
biography is satisfied and an attempt is made to awaken the in- 
terest of children in outside reading. 

Arithmetic: 

This subject, given so much credit for being "practical" and us- 
ually so far from being practical, is correlated with the Industrial 
work where ever possible. The fundamental operations are of 
course taught and drilled upon as a basis for all arithmetic study. 
Board measures associated with the boys' shop work is most inter- 
esting; U. S. Money when applied to cost of materials in the shop, 
sewing, cooking, etc. becomes a thing really worth while; Cubical 
Content and Denominate Number correlated with cement work and 
.Sewing and cooking are vitalized to the point where all desire to 
know; and in like manner the attempt is made to make all arith- 
metic a real subject as applied In real work. 

Spelling: 

Only common words and other words used in the actual work in 
which the children are then engaged, are taught. The words taught 
are required to be used correctly in all future written work and 
such work is rejected as long as errors appear that are within the 
power of the child to correct. 



196 , Outlines of Lessons 

Penmanship: 

It behooves every one, and perhaps more especially the working 
man who will have no secretary, to develop as legible a hand as 
possible. When ajiplied to letter writing, elementary bookkeeping, 
or writing up minutes even the most careless will make the en- 
deavor that alone is necessary to good writing. 

Geography: 

It is a comparatively easy task for a good teacher to take the 
usual textbooks in geography and eliminate the nonessentials and 
especially emphasize those facts and develop the relations of 
"cause and effect" that are necessary to know. Children are us- 
ually required to study more than it is given any person to retain 
and theories and disputed facts are paraded before them in a man- 
ner to bewilder the most logical mind. Stop teaching the things 
that are "good to know about" and teach only the things that are 
"best" to know and it will then be possible in the course of a child's 
school life to teach him some necessary facts and, above all else, 
teach him to think clearly. 

History: 

History is only taught in the upper grades where the children 
are beginning to develop the power of proper interpretation of 
historical facts. Biography, which is taught in lower grades and 
usually confused with history, is left to the teacher of Reading 
who can get all the good there is in the subject. Civics is taught 
as an associated subject and citizenship is taught at all times thru 
the day as a part of the government of the building which is largely 
in the hands of the children. 

Music: 

To teach boys and girls to sing and appreciate good music is a 
necessary duty of all schools. Some elements of technical music 
should be presented, but the major part of the work should be 
singing and musical appreciation. 

Shop- 
Here the usual manual training work is carried out, repair work 
is done, articles are constructed for the use of the school, school 
stage scenery is made, cement forms are planned, staining and 
finishing is taught, elementary electricity taught to some who are 
interested, and as a piece of practical cement work 700 square feet 
of cement walk was constructed at the school building. 

Mechanical Drawing: 

Projects for the development of the subject are used in the be- 
ginning; plans are drawn for the work to be done by the indivi- 
dual in the shop; plans for a school garden were submitted by 



Institute of Teachers 197 

each boy and the best one staked out and planted with the success- 
ful designer as foreman; lettering is taught and applied to letter- 
ing drawings in the mechanical drawing and posters in the art 
drawing. 

Sewing: 

The girls are here taught the usual elementary work in sewing 
and advanced to applying their skill upon garments for themselves 
and articles for school use. Garments are repaired for charitable 
distribution. Machine work is permitted when a certain degree 
of skill in hand work has been developed. The class of girls grad- 
uating in June have completed their own graduation dresses. 

Cooking: 

In teaching cooking and food study only the staple dishes are 
attempted as these are the things that are usually made poorly, 
many girls can make cakes and pies and fudge who could not pre- 
pare a meal. Meals have been served to parents, teacher and board 
members. Girls are permitted to bring sufficient material to pre- 
pare enough of the particular dish being studied for the whole 
family and at 12:00 it is the usual thing to see girls hurrying 
proudly home with some dish they have cooked at school which is 
to be served at the noon day meal. 

Laundering: 

One day each week is devoted by the girls to washing and iron- 
ing. Many lessons have been given upon the wash clothing col- 
lected for charitable purposes which are then mended in the sew- 
ing class. 

Bookkeeping: 

Boys and girls looking towards commercial life are given an 
introduction in elements of bookkeeping. Business arithmetic is 
vitalized, business practices are studied and commercial papers 
made out. 

Shoe Repairing: 

By arrangements with a nearby shoe repairer boys are sent to 
his shop where he instructs them in shoe repairing, the product 
of their labor being brought back to the school and distributed to 
the needy by the "Relief Committee." This work is continued by the 
boys in the school where equipment has been provided. 

Safety: 

Work in general safety is conducted as a separate class but in- 
dustrial safety is taught as a part of the work in the shop where 
it can be better demonstrated. First Aide is taught and demon- 
strated. 



19*8 Outlines of Lessons 

Hygiene: 

This worli includes the study of personal hygiene and civic hy- 
giene. Much emphasis is placed upon the civic movement for bet- 
ter conditions. 

This course is flexible and children are permitted to drop a subject 
for a time in order to take other work. A full course is required by 
all in a grade but all are not required to take the same course. 

The result of the year's work is on the whole satisfactory. The 
course of study will be made to offer even more variety another year 
and will include Elementary Physics and Millinery. There has not 
been a single request from any of the children to be returned to the 
regular school from which -they came and there is a long list of ap- 
plicants for this work for another year. 

Paul B. Clemens. 



Institute of Teachers 199 



Topic 20. 

EOME VALUABLE FACTORS IN THE ADMINISTRATION 
OF NIGHT SCHOOLS. 



C. G. Stangel, Manitowoc, Chairman, 

Frank W. Hanft, Marinette, 

Paul B. Clemens, Superior. 



Night schools in Wisconsin were instituted to help four classes of 
people: (a) Those who in tender years were not in a position to 
avail themselves of the opportunities that are open to American youth; 
(b) a larger number who may have misguided those opportunities; (c) 
a comparatively large percentage of foreign-born; (d) and a body of 
men and women who are looking for something which they may ap- 
ply directly and at once. For all these, our state is expending a con- 
siderable sum of money, the final disbursement of which is entrusted 
to the larger cities. How to expend it wisely must at once appeal to 
us as something significant. 

In organizing night school work, a large number of complex situa- 
tions will arise, the ultimate adjustment of every one being left 
almost exclusively to the different communities. It is well that 
our hands are not tied, that we can enjoy the distinct privilege 
of adapting our work to meet the demands of those who may choose 
to work with us. So that at Manitowoc, for example, the work we are 
trying to do along special lines may differ very much from the work 
that is being done along those same lines in other cities, despite the 
fact that arithmetic is arithmetic everywhere, and drafting is drafting. 

I think that most of us will agree that there is a gain in planning 
all of our work by terms, and that it is preferable to have these short. 
For the smaller cities where the enrollment is limited, it is better to 
arrange for at least four short rather than for two longer terms. Then, 
too, in view of the fact that the University Extension Department is 
cooperating with us in much of this work, it is easier to articulate 
by providing fof terms whose lengths are multiples of four weeks. We 
shall divide our own school year into four terms of eight weeks each. 
In this way we can give a lesson or two, per week, to some students 
for any number of terms, and at the close of this particular period, be 
ready to interest these same students to register for other lines of 
work. 



200 Outlines of Lessons 

Under existing circumstances, scliools are practically compelled to 
collect a small cash deposit from every student as a guarantee against 
irregular attendance. Right or wrong, it is at least expedient. Students 
who attend at least 75% of the time for which they registered should 
get their money back at the end of the term. Others will forfeit it. 

Another sound business principle and applicable in connection with 
night school, is not to open class work along any special line unless 
a reasonable number apply, say eight or ten. The principal may hold 
in reserve the names and addresses of a smaller number, for a num- 
ber of days, and notify all as soon as the number is large enough for 
beginning regular class work. It is cheaper toinotify them to come at 
the proper time than it would be to begin at once with only a few in 
the class. If a clacs cannot be organized within a week or two, these 
people ought to be invited to report, when an effort may be made to 
interest them along other lines in which they may be accommodated at 
once. Our efforts in all public school work are measured largely by 
sustained interest. It is therefore better to run a smaller number 
of average-sized classes so as to come in touch with all than it is to 
work with under-sized or with over-flowing classes. The small classes 
run the expense out of just proportions, and the very large classes 
usually result in a low record of attainment for the average indivi- 
dual. 

In localities where night school has been open for some time, ad- 
vertising for general work should not be necessary. In looking over 
our attendance records, I found el'feven students who have been with 
us for four consecutive years. These people are justly entitled to some 
recognition in a formal way. They are our missionaries. We aim to 
remain in close touch with them. They know about our school and 
its purposes and can tell this to others more forcibly than we can. 
They should be notified of every departure from the usual order of 
work. 

Only rarely should students be permitted to shift from one room to 
another. Wherever possible, work may be so arranged as to make it 
unnecessary for students to do this. Teachers should themselves 
change rooms. Some students are not closely attached to the work at 
first, so that if safeguards are not resorted to, these students are apt 
to fall into irresponsible habits that will seriously hamper class work 
if they do not eventually cause withdrawals. 

High above business organization and equipment stands the teacher. 
In no other school are his strength as well as his shortcomings meas- 
ured as quickly as they are in the night school. We must have com- 
petent teachers, i. e. ; they must be earnest, sympathetic, accommodat- 
ing, always prepared and at their desks on time. They must begin 
to work as soon as some one enters, or at least engage in conversation 
with students as they come into their class rooms. They will work 
interestedly until the signal to close for the night is given. They will 
establish a standard that will demand some effort from students. This 
standard will not be too high to discourage worthy members of their 



Instttttte of Teachers 201 

classes. They will plan to meet individual needs as far as possible. 
They will outline their lessons carefully at least a week ahead, and 
keep a record of ground covered in the class room. They will have 
some specific aims in all of their work. There will always be some- 
thing about their lesson assignments that will appeal to their stud- 
ents. They will not forget to follow as many of these assignments as 
possible, in class, — in short they must display unusual initiative and 
tact. This type of school, by its very make-up, demands ready adapta- 
bility from teachers. Comfortable quarters and attractive subject titles 
will not insure regular attendance nor furnish the inspiration desired. 
In a way it is unfortunate that so much responsibility must devolve 
upon the teacher; but this seems to be the best way to serve these 
students as they come to us voluntarily and can choose to leave us in 
the same way. 

To summarize: (1) Diagnose situations in the different classes and 
meet them as far as possible. (2) Divide the school year into short 
terms. (3) Collect a nominal deposit to insure regular attendance. (4) 
Do not organize in every line for which there may be a call. Wait till 
a reasonable number register. (5) Ask for the co-operation of former 
students in getting work started. If you cannot get this, there must 
be something wrong. (G) Do not make it necessary for students to 
change rooms during the sessions. (7) Require a high standard of 
efficiency from teachers. 



202 Outlines of Lessons 



Topic 21. 
RETAIL SELLING. 



Anna E. Englert, Milwaukee, Chairman, 

Carrie E. Morgan, Appleton. 

W. E. Maddock, Superior. 

Anna E. Englert. 

In our Retail Selling classes in Milwaukee Ave take up the following 
studies: — 

Retail Selling 

Textiles 

Arithmetic 

Spelling 

English 

Color 

Hygiene 

Industrial Geography 

Citizenship 

Factory Visiting 

There are no outlines on Arithmetic and English included in this 
list because every class is so different that we teach whatever is most 
e^sential^ — following no set plan. 

Industrial Geography is taugW in connection with Textiles and in 
this way is made most interesting and is easily remembered. Under 
Citizenship we take up any civic problems that are being discussed 
Avhile the class is in session and in connection with this a complete 
description of how th? city is kept clean. The question "What is an 
incinerator" met with no response until one brave girl stiggested it 
was "something like an incubator." 

Our present class has visited the Public IMuseum. a Knitting Mill 
and an Enameling Factory and in these visits we study not only the ar- 
ticles being manufactured but factory conditions, operators, and every- 
thing of interest. For our Spelling lessons we use words that are 
used in our lectures and discussions and all the words used in con- 
nection with merchandise in department stores. The outline on Cor- 
sets is an illustration of the work we do covering the various lines 
of merchandise handled by the members of the class. 



Institute of Teachers 203 



TABLE OF CONTENTS. 

Essentials for Good Selling. 

Proper f^are of Merchandise. 

Correct and Incorrect Opening Remarks. 

Retail Selling. 

Outline of the Sale. 

Demonstration Sale. 

Types of Customers. 

Spelling. 

Hygiene. 

Rules. 

Bathing. 

Diet and Digestion. 

Care of Feet and Footwear. 

Wastes in Business. 

Textiles. 

Cotton. 

Silk. 

Linen. 

Wool. 

Color. 

The History and Mystery of Corsets. 



ESSENTIALS FOR GOOD SELLING. 

1. Arithmetir. 

2. Correct Spflling. 

3. Knowledge of English. 

4. Knowledge of our Merchandise. 

5. Ability to approach the different types of customers correctly. 

6. Care in counting back change. 

7. Tactfulness in handling several customers at one time. 

8. A pleasant businesslike manner. 

9. Personal neatness and cleanliness. 

10. Alertness. 

11. Patience. 

12. Ability to trim cases artistically. 

13. Willingness to show merchandise. 

14. Enthusiasm. 

15. T'nwillingness to waste time visiting. 

16. Courtesy toward all customers. 

17. Aptness in suggesting merchandise in your own department and 

special values throughout the store. 

18. Cheerfulness. 

19. Punctuality at all times. 



204 Outlines of Lessons 

PROPER CARE OF MERCHANDISE. 
Keeping stock in order is a part of ttie day's work. 

1. Suggestions: 

(a) Keep it assorted. 

(b) Keep it well dusted. 

(c) Study convenient arrangement. 

(d) Do not allow the stock to get low. 

(e) Arrange counter display thoughtfully. 

(f) See that cost mark and price are attached. 

(g) Report imperfect stock to the buyer. 

(h) Respect the merchandise and handle it as though it were 
your own. 

2. How we can co-operate with the Buyer: 

(a) Try to sell every line of merchandise in your department, 

whether you like it or not. 

(b) Report stock that is getting low. 

(c) Cheerfully help the buyer to mark goods. 

(d) Report calls for stock not carried. 

(e) Report similar and lower priced stock carried by other 

stores. 

(f) Report slow moving stock. 

S. Reasons why we have Slow Moving Stock. 

(a) Because sales-people do not like a particular style and do 

not show it. 

(b) The buyer may have overbought certain lines. 

(c) Sales-people do not know the values in their stock and so 

lack talking points. 

(d) Stock is often marked too high. Many sales-people are 

afraid to show higher priced merchandise. 

(e) Too cheap for the store's trade. 

(f) We do not show the right thing to the right person. 

4. Reasons for Reductions: 

(a) Damaged Goods. 

(b) Soiled or shop-worn goods. 

(c) Remnants. 

(d) Odd Sizes. 

(e) Seconds. 

(f) Parts lost — hooks and eyes, buttons, etc. 

(g) Poor judgment on part of buyer! 

(h) Special sales — to bring people into the stores, 
(i) Stock that has been used for display purposes. 



INSTITUTE OF Teachers 205 



CORRECT AND INCORRECT OPENING REMARKS. 

Good: 

(a) Do you wish to be waited upon? 

(b) May I be of service to you, madam? 

(c) May I help you? 

(d) Good morning — May I show you some aprons? 

(e) This is a special value today. 

(f) This is one of the new styles. 

(g) Maybe I can help you. 
(h) Isluw — I can wait on you. 

Bad: 

(a) Are you waited on? 

(b) Did you wish to be waited on? 

(c) Do you want anything? 

(d) Is there anything you wanted? 

(e) Something for you madam? 

(f) Something? 

(g) Do you wish attention? 
(h) May I serve you? 

(i) Something in a hat, or kettle, or waist, or corset? 
(j) You would not care for this style, would you? 
(k) How do you like thatf 



RETAIL SELLING. 

Classes of customers: 

1. Those who know exactly what they want. 

2. Those who know their wants but do not know exactly what will 

supply them. 
Cold cure. 
Shoes, 
Coat, 
Hammer, etc. 

3. Store visitors or shoppers. 

Curiosity, 

To kill time, 

Do not intend to buy. 

In class number one we simply take the customers order. 

In class number two we take the order and supplement our knowledge 

of the stock we carry. 
It is in class number three that the most scientific Salesmanship 

must be used, because 80% of our customers belong to this class. 

The success of the store depends upon these extra sales. 



206 Outlines of Lessons 

Every sale is composed of three parts. 

1. Customer. 

2. Salesperson. 

3. Merchandise. 

The customer should be our first consideration. 

(a) Early morning hours. 

Don't be so intent upon arranging your stock. You 
overlook the customer. The early shopper is sure to 
purchase if she gets a chance. Stock will not walk 
away but the customer will, and she may never return. 

(b) Closing time. 

Many salespeople overlook the late customer, because 
they do not care to disarrange their stock. As a rule 
customers do not shop late unless compelled to. Such 
as 

Working people like Ourselves. 

1. Salespeople from other stores. 

2. Office help, stenographers, etc., who are free at 5:00 P. M. 

3. Mothers who can only shop after children return from school. 

4. School teachers, etc. 

As a rule we sell to these people if we treat them courteous. 
Every sale should be studied according to the following points. 

1. Attention. 

2. Interest. 

3. Desire. 

4. Decision or Resolve. 
5. Suggestion. 

6. Close of Sale. 



OUTLINE OF THE SALE. 

Parts of: 

1. Customer. 

2. Salesperson. 

3. Merchandise. 

Getting the Customer's Attention: 
(a) By advertisements. 

1. Newspaper. 

2. Counter and window display. 

3. Salespeople telling customers of special values. 

4. Descriptive signs and price cards. 

5. Hand bills. 

6. Printed folders wrapped in every package, and mailed 

with monthly statements. 



Institute of Teachers 201 

7. Pasters attached to each package. 

8. Printed cards circulated through tlie store every morn- 

ing. 

9. One customer telling another of good values and bar- 

gains. 

10. Street car signs. 

11. Bill board signs. 

12. Electric signs. 

(b) By our own alertness in approaching the customer. 

Getting the Customer Interested: 

(a) Good Talking Points: 

1. Quality. 

2. Color. • 

3. Style. 

4. Workmanship or finish. 

5. Durability. 
G. Fit. 

7. Suitability. 

8. Popularity (used only in connection with certain things, 

such as shoes, toys, infants' wear gloves, season's 
novelties, hosiery, handkerchiefs, underwear, neck- 
weak, toilet goods, notions. Juvenile goods, Misses' 
and young men's wear). 

9. Exclusiveness of an article, especially in coats, dresses, 

suits and hats. 

(b) Misrepresentation: 

1. Wilfully done by salesperson in order to make a sale. 

2. Through ignorance of salespeople; they do not under- 

stand the merchandise. 

3. Suggesting that a garment looks well on a customer 

when it does'nt. 

4. Misrepresenting materials and quality. 

5. Selling customer merchandise that is not suitable. 

G. Selling merchandise with imperfections and not calling 
customer's attention to them. 

Getting the Customer to want the Medchandise: 

1. Showing attractive and ultilitarian points. 

2. Making comparisons between several articles. 

3. Suiting the customer's price. 

4. Judging the customer. Don't judge by clothes; plainest dressed 

customers often buy most expensive merchandise. 

5. Watching facial expression and manners. 

6. Asking very few direct questions. 

7. Judging of what merchandise will be of most service to the 

customer. 

8. Trying to discover customer's purpose. 



^08 Outlines of Lessons 

Showing of Merchandise: 

1. Show merchandise gracefully. 

2. Handle merchandise as though you liked it and realized its value. 

3. Handle merchandise carefully. Do not throw it over the 

shoulder or swing it about in the hand. In selling shirt 
waists be. careful not to tear or soil. 

4. Consider color combinations as you show merchandise. For ex- 

ample, don't put a brown dress next to a red one. 

Suggestions in Selling: 

1. Suggest new merchandise. 

2. Special values. 

3. Articles suitable for customer's needs. 

4. If a customer asks for an article you' do not carry, Instead of 

apologizing, offer the next best thing and explain the values. 

5. Don't say, "You wouldn't care for this style, would you?" This 

is negative suggestion. Say, "Now here is something I'm 
sure you will like," or "Let me show you this style, it is 
entirely different from the others I have shown you." 

6. Suggest remnants when customers only want a small amount. 

Note: Don't say "cheap", . say, "inexpensive.' Cheap means of little 
worth. Say, "This is a very good value or quality for the price." 

Judging the Customer: 

1. Judge as to what merchandise will be of bast service to customer 

2. Show goods and watch customer. 

3. Draw customer out by conversation and indirect questions. 

4. Pew direct questions. 

5. Not judging as to price customer can pay, plainest dressed cus- 

tomers often buy most expensive merchandise. 

6. Discovering customer's purpose. 

Treatment of Price. 

1. Price almost never mentioned directly except possibly in con- 

nection with special sales. 

2. Mention of price should be indirect, mention value, quality, style. 

"It is exceptionally good value." 

3. What price to show first. 

(a) Show medium and something better; leave something 

more expensive to show. 

(b) In sections where the very nature of the merchandise 

makes it expensive, show the very best (clocks, 
. pianos, diamonds, motor supplies, etc.) 

(c) When you feel the customer can afford it, show high 

priced anyway. She will at least see what you have. 



Instittjte of Teachers 209 

(d) In sections where all merchandise is inexpensive, show 

best you have, (notions, basement lines, etc.) If 
customer wants an inexpensive article it is better 
service to her to sell a 35c. article than a 15c. one. 
It will wear better. 

(e) When the high priced article does not seem to meet the 

customer's needs as the less expensive article would, 
show the latter. 

(f) Price is a ticklish subject. The point is service and if 

the article is better for the customer, even if it is 
only a ten cent one, then it is better for her to have 
it. 



THE DEMONSTRATION SALE. 

A Demonstration sale is in reality an imitation sale. 

That is, one girl is selected from the class to do the selling and an- 
other to act as customer. After the sale is finished the class criticises 
the sale as to its good and its bad points. 

Doctors hold consultations over their patients and try experiments 
and do all they can to improve their methods. We hold demonstration 
sales for the purpose of experimenting on the different types of custom- 
ers and deciding how best to handle each type. 

Salespeople must be trained to look at the sale in an orderly manner. 
We cannot learn salesmanship from a book. 

There are three things we must know: 

(a) Price 

(b) Quality 

(c) Type of customer. 

The thing we have to talk more than anything else in Milwaukee is 
quality. 

Under "Types of Customers" we might say that it is of supreme im- 
portance to be able to judge the customer correctly and know immed- 
iately whether you are dealing with the talkative type, the silent type, 
the bargain hunter, the friendly type, the snob type etc. For instance 
to a customer shopping for a church fair we have to give iill we can for 
the money. The silent customer must be watched for facial expression 
and manner. Don't ask questions of a silent customer. Tell her all 
you can about the merchandise. 

Talking points are the things we say about the merchandise. It is 
not a good plan to have too much merchandise scattered about on the 
counter. Try to narrow the sale down to three or four things, the ones 
the customer likes best. 

14—1. T. 



210 Outlines of Lessons 

Closing the sale: 

(a) Do not suggest delivery. 

(b) Call back the amount of money the customer hands you. 

(c) Count the change when it comes back. 

(d) Be sure of spelling and address. Know whether it is Place, 

Avenue, Court, Street, or Boulevard. 

(e) Be pleasant to the customer while waiting for change. 

Salesperson should be particular about: 

1. Arrangement of merchandise. 

2. Tools, book and pencil, etc. 

3. Personal appearance. 

4. How she approaches the customer and addresses her. 

5. Her manner of showing merchandise. 

6. Creating an interest in the mind of the customer. 

7. Helping the customer to decide. 

8. Suggest other things if it is possible and suitable to do so. 



TYPES OF CUSTOMERS. 

1. Customer who comes in to kill time. 

2. Fickle, absent minded. 

3. Conceited. 

4. Women shopping for church fairs, bazaars, etc. 

5. Customer who comes in to visit and seldom buys. 

6. Lookers. 

7. Bargomaniacs. 

8. Considerate. 

9. Open to conviction. 

10. Woman shopping with jealous friend, husband, child, several 

friends, or with a disagreeable daughter. 

11. Undecided. 

12. Interrupting. 

13. Rude. 

14. Penurious.* , 

15. Easy to please, decided. 

16. Always in a hurry. 

17. Looking for ideas. 

18. Afflicted, deaf, blind, etc. 

19. Foreign; who cannot speak English. 

20. Colored people. 

21. Grouchy, cranky. 

22. Pleasant. 

23. Your customer. 

24. Patronizing. 

25. Fussy, nervous. 

26. Ignorant, unrefined. 

27. Unreasonable, fault-finding. 



Institute of Teachers 



211 



28. Timid. 

29. Sensitive. 

30. Very stout. 

31. Customer who exchanges everything she buys. 

32. Unbelieving, or skeptical. 

33. Those who insist upon having merchandise taken from windows. 

34. Gullible, easily fooled. 

35. Aggressive customer. 

36. Common sense customer. 

37. Customer who is limited by price. 

38. Old ladies. 

39. Cautious. 

40. Talkative. 

41. Excitable. 

42. Indifferent. 

43. Intelligent. 

44. Dependent, upon the salesperson's judgment. 

45. Critically unbelieving. 

46. Absent minded. 

47. Dishonest. 

48. Selfish. 

49. Remnant seekers. 

50. Telephone customers. 

51. Small child shopping alone. 

52. Salesperson or other store employee. 

53. Silent. 

SPELLING. 



A Representative Lesson, 
length 
material 
stretch 
shuttle 
before 
blurred 
chemical 
dipped 
Question 
groups 
possession 
capital 
egotist 
economy 
until 
provides 
cleanliness 
textiles 



comparable 

grammar 

thoroughly 

customer 

surroundings 

series 

received 

whether 

suggestion 

tradihg 

staple (cotton) 

description 

athletics 

gymnastics 

juvenile 

business 

oleomargarine 

costumer 



212 Outlines of Lessons 



improper 



void 

twine apparel 

wrapping corsets 

overage ornaments 

uneven deface 

waste stationary 

toilet especially 

perfume invented 

powder automatic 

carelessness vertical 

garments spindle 

breakage introduced 

mechanical weave 
afford 



HYGIENE. 

The body is a house in which we live all our lives, and like any other 
house it has doors and windows. The windows are the eyes and the 
doors are the ears, nose and mouth. The corners are the eyes, teeth, 
neck, hair, ears and finger nails. Hygiene is the study of the care of 
the body. 

Rules to follow: 

(a) Breath plenty of fresh air. 

(b) Clean your teeth at least twice a day. 

(c) Sleep with your windows open. 

(d) Breathe through the nose. 

(e) Keep finger nails clean. 

(f) Bathe every day, or at least three times a week. 

(g) Keep ears and neck perfectly clean, 
(h) Wash the hair at least every two weeks. 

(i) Keep the corners of the eyes free from dirt. 

(j) Drink eight glasses of water daily. 

(k) Exercise every day in the fresh air 

(1) Change underwear at least twice a week in winter and daily 

in the warm weather, 
(m) Sleep 7 or 8 hours every night, 
(n) Chew your food well. 



BATHING. 



Kinds of Baths: 

(a) Shower 

(b) Sponge 

(c) Tub 

(d) Sitz 

(e) Vapor 



Institute of Teachers 213 

The Shoivrr bath is best taken immediately after exercise. A cold 
shower is very invigorating after a game of tennis, or basket ball. 

The Bpongc hath should be taken when one is ill. It is also a good 
bath for the morning. 

The Hot Tub Bath. A very hot bath weakens the muscles. Never 
take a hot bath in the morning. It is a distinct shock to the nervous 
system. The very hot bath should not be taken without the doctor's 
prescription. It is good in case of chills and colds. One should go to 
bed immediately after taking. 

The Cold Tub Bath. The cold bath closes the pores, hardens the skin 
and invigorates the system. For a cold shower a bath ten seconds is 
long enough. One should have the doctor's prescription for the cold 
plunge or tub bath. The cold bath is not taken for cleansing purposes, 
but rather for invigoration. It is best when it immediately follows a 
warm bath. In fact, it should be taken when the skin is warm. The 
best times to take a cold bath are: 

(a) Immediately on rising in the morning. 

(b) After a warm or hot bath. 

(c) After any vigorous exercise. 

Followed by a brisk rub with a coarse towel it removes the dead skin. 
It should not be taken in a cold room. If it is followed by distinct 
glow of the skin it is all right. 

The Medium Tub Bath. This kind of bath is taken most of all for 
cleanliness. It is less difficult to accustom one's self to the atmosphere 
afterward. Best to take it at night but if it is found too stimulating 
take it in the morning. 

The Sitzbath is taken in a sitting posture in a tub of hot water which 
comes to the waist line. The shoulders should be kept well covered. 
This bath is particularly good for cramps and aching muscles. It 
should not be taken without the doctor's prescription. 

The Vapor bath is, as the name implies, a steam bath. It is especially 
good for colds and rheumatism. It should not be taken without the 
doctor's prescription. 

The To7iic Bath is taken by rubbing sea salt into the pores of the 
body immediately after a warm bath. The salt should be well rubbed 
in and then washed off. 

At least a7i Hour should be allowed to elapse after eating before any 
kind of bath. 

Perspiration. If you suffer from perspiration under the arms use 
ordinary baking soda. Dust it under the arms. It eliminates the odor 
of perspiration. Boric acid powder is also good for this purpose. Do 
not use any patent preparations. They are likely to be injurious. 

Soaps. 

Do not use perfumed soaps unless they are very good ones. It 
is not considered good taste. Moreover, cheap perfumed soaps are 
likely to be very inferior in quality. The perfume is put in to 



214 Outlines of Lessons 

offset the inferiority of tlie soap. It is considered especially poor 
taste to use perfumes and scented soaps during business hours. 
The following are very good and reliable soaps: 

Castile, 

Ivory, 

Fairy. 



DIET AND DIGESTION. 

The body is like a furnace and the food which we put into it may be 
likened to the fuel. If a furnace is used to run a machine there are 
two things which are required of it. It must give off both heat and 
energy. The machine which the body furnace is running is the body 
itself and the body needs heat and energy just the same as any other 
machine. 

Kinds of Fuel: 

coke 

wood 

coal 

gas 

peat 

electricity 

The kind, of fuel used depends upon: 

(a) the furnace in which it is to be burned. 

(b) the kind of engine it is to run. 

, (c) the amount of heat and energy required. 

For instance, soft coal is burned in a locomotive because a great deal 
of heat and energy are required and soft coal when burned gives these 
off in abundance. In an ordinary house, fine hard coal is used because 
here less heat and energy are required. 

It is precisely the same way with our bodies. The big powerful 
bodies of laboring men require coarse, heavy food to furnish energy for 
them. Whereas the body of a salesgirl or a teacher or any person do- 
ing lighter work requires food that is not so heating and heavy. 

If people doing light work, eat too much heavy food they suffer from 
indigestion, backache, headache and dullness. 

In the winter season when the body needs to be kept warm we should 
aim to eat foods which supply heat, and in summer when we wish to be 
kept cool, we should eat foods which give off the least heat. 

A list of foods for both winter and surnmer suggested. 

All our foods are divided into four classes, proteids, carbohydrates, 
fats and water or minerals. 



Institute of Teachers 215 

Proteids build up the body and make muscle. Among the proteid 
foods are: 

Eggs 

Meat 

Cheese 

Milk 

Peas 

Beans 

Fish 

Cnrhohydratcs furnish energy and some heat. Some of the common- 
est carbohydrates are: 
Potatoes 
Rice 
Oatmeal 
Bananas 
Sugar 
Starches 
Bread 

Fats also furnish heat and make fat. Among the fat foods are: 
Cream 
Butter 
Lard 
Olive Oil 
Nuts 

^yater or Mineral foods arc necessary to aid digestion. Among these 
foods are: 

Fruit 

Vegetables 
Water 
Salt 

The first process of digestion is mixing the food with saliva in the 
mouth. We have three sentinels to guard us from eating food that is 
not good or tliat might be poisonous. Thoy are the senses of sight, smell, 
and tastr. 

Saliva changes starches to sugar. We should chew our food thor- 
oughtly in order to give the saliva a chance to mix with the food and 
change the starch into sugar. 

The Stomach takes care of the second part of digestion. The gastric 
juice flows out from the walls of the stomach and dissolves the proteids. 

From the stomach the food goes to the Small Intestine where the 
fats are taken care of and the carbohydrates are further digested. To 
aid the small intestine we must chew the food well. 

There is always some waste material^ however, which is not taken up 
in the stomach nor the small intestines and this waste material should 
^e expelled from the bowels once a day. 



216 Outlines of Lessons 

The proper chewing of the food plays an important part in the diges- 
tion of our food. Some doctors claim that more disorders of the stom- 
ach and bowels are caused through improper mastication than from 
any other reason. 

Recently a man by the name of Fletcher has been advocating the 
chewing of the food twenty-five or thirty times. He claims that he has 
cured himself of chronic indigestion by this method and recommends it 
to others. So well known has he become through his doctrine that we 
have come to use the word, "fletcherize" as synonymous with "chew". 

Of course the teeth play an important part in the chewing of the food, 
and thus we can readily see how important it is that they be kept clean, 
and in proper condition. It is well to visit the dentist at least twice a 
year, and have him look over your teeth, fixing those which need it. In 
this way both the pain of the work and the expense of it are kept down 
to the minimum. 

If the teeth are not kept in good condition, germs of disease and de- 
cay which are everywhere in the air, get into them and mix with the 
food and go into the stomach where they cause bad breath and various 
forms of stomach trouble. 

Notice the following well proportioned menu for a day's meals: 

Breakfast — Soft boiled eggs (one or two), toast, fruit, coffee. 

Lunch, — Sandwich, soup or coffee, fruit. 

Dinner — Mashed potatoes, beef loaf, strawberry shortcake, bread and 
butter, lettuce salad, water, tea or coffee. 

This is a good menu because the necessary amounts of fats, proteids, 
carboyhdrates, water, and minerals to keep the body in good running 
order for one day, are included. 



CARE OF FEET AND FOOTWEAR. 

To people who must stand a great deal nothing is more important 
than the proper care of the feet. This is true of teachers, solicitors, 
nurses and salespeople. Of the latter it is particularly true because 
they must not only stand, but during the course of the day they must 
take hundreds of steps standing first on one foot and then on the other 
so that by the end of the day the feet are often very tired and sore. 

The Normal Foot. 

In order to get some idea of the shape of a normal foot look at a 
baby's foot. Notice that it is much wider at the toes than at 
the heel, in fact, it is somewhat triangular in shape. 

We have had a false notion of what should constitute a beautiful 
foot. We are not quite as bad as the Chinese women, but we 
still carry the notion that the smaller the foot the more 
beautiful it must be. The human foot is just as beautiful as 
the human hand but it has been so poorly used in dressing 
that it has quite lost its beauty in many cas^g. 



Institute of Teachers 217 

Parts of Foot: 
Ball 
Arch 
Heel 

Shape of Shoes. 

Why not wear shoes the shape of the foot? If we wear too pointed 
toes it tires us out and injures our feet. It weakens the arch 
and often causes breaking of the arch. Broken arch some- 
times causes NEURITIS which may lead to paralysis. 

Wearing Tight Shoes Causes: 

(a) Wrinkles in the face more quickly than anything else. Gives 

us nervous headaches and makes us cross. 

(b) Causes corns, bunions and a host of other ills. 

Wearing too High Heels: 

Pushes the body forward and puts too much strain on the nerves 
and on the back and causes female trouble, and painful men- 
struation. Standing on our feet does not hurt us so long as we 
stand in comfortable shoes. 

Heels. 

French Heels: 

Very high, curved and very small at the base. These are the poor- 
est kind of heels made. 

Spanish Heels: 

Modified French heel; not so high and has a bigger base. Alright 
for evening wear but not designed for street wear. Men con- 
sider women who wear these abominable shoes on the street 
very foolish. By wearing this kind of shoe we crowd our toes 
together and get ingrown toe nails, bunions and corns. When 
you take an impression of your foot on the sand or on any soft 
substance you get only the toes and the heel, showing that the 
central part of the foot is arched. 

Cuban Heel: 

Very high, straight heel, with a small base. This heel is alright 
for some people but the majority cannot wear it. 

Military Heel: 

Shaped like the cuban heel, but it is lower and more common sense. 

A7iatomic Heel: 

Is so shaped that it comes in under the arch and helps to support 
it. Is not especially good looking but is considered especially 
fine for people who must be on their feet a great deal. 



^1^ Outlines of LessoMS , 

Common Sense Heel: 

Lower than military heel and excellent for walking and for those 
who must be on their feet. 

Every one should have at least three pairs of shoes so that they can 
change off and wear each pair only every other day and have one pair 
left for Sunday. In this way shoes will last much longer, keep their 
shape and look better. 

COBNS. 

Corns are generally caused by one of these things: 

(a) tight shoes 

(b) patent leather shoes 

(c) loose shoes 

Patent leather causes corns because it holds the heat in the foot. 
Shoes that are too loose or rub against the toe annoy the skin and often 
cause a corn. ' 

Kinds of Corns. 

(a) Hard 

(b) Soft 

Hai'cl corns: What to do for them: Castor oil is good to soften a hard 
corn. Go to a chiropodist. Use a corn file, or pumice stone. It is 
a good plan to file down the corn every time you bathe. A corn 
cutter can be used, but it is more or less dangerous because of the 
risk of blood poisoning. Don't use a scissors or a razor. But if 
you insist on using a scissors have one especially for this purpose. 
Hard corns are generally found on the outside of the toe, while soft 
corns form between the toes. 

Soft Corn: Comes from perspiration and from not wiping the feet dry. 
The best cure is to put a very little piece of cotton there to pre- 
vent friction. 

Orange Wood Stick: There is a white stuff forms around the toe nails. 
An orange wood stick is the best thing to remove this with. (Re- 
moval of this substance prevents ingrown toe nails.) 

Pekspibation. 

To prevent perspiration and to remove all odors: 

(a) Bathe feet in alum water. 

(b) Bathe feet in borax water. 

(c) Bathe feet in alcohol water. 

Keep them dusted with rice powder. Change hosiery daily and 
more often if possible. Have several different pairs of shoes and 
change them several times a day. 

See that the bowels move every day. 



Institute of Teachers 219 



Ingrowing Toe Nails. 
Causes of: 

(a) cutting nail around corners instead of straight. 

(b) tight shoes. 

To prevent and cure ingrowing nails use alcohol diluted with water. 
With an orange wood stick press the flesh away from the nail and put 
tiny bits of cotton between the nail and the flesh. Alcohol is better 
than peroxide for this purpose because it is not so drying. Another 
thing to help ingrowing nails is to scrape the center of the nail. 

Bunions. 

A bunion is a bunch which appears on the foot near the great toe. 
It is really an enlargement of the great toe joint. It is caused by: 

(a) Poor shoes. 

(b) Too short shoes. 

HOSEEBY. 

Quality: In summer it should be very thin and in winter slightly 
heavier. A fresh pair of stockings should be worn every day, as 
this keeps the skin of the feet in better condition. 

Color: Dye stuffs hurt certain feet. Wear stockings with white feet 
if the black ones are uncomfortable. Bright colored dyes are often 
dangerous. For instance, in the time of the Spanish American 
War the soldiers were provided with bright colored hose and many 
of them suffered from blisters and poisoning. 

Cold Feet. 
Causes: I . 

(a) Worry, anxiety, strain; this takes the blood from the feet to 

the head. 

(b) Poor circulation due to wrong eating or lack of exercise. 

Remedies: 

Dress the feet warmly. 

Keep the feet warm at night by using a hot water bag or by wrap- 
ping in a blanket. 

Batlie the feet frequently and rub vigorously. Cold feet are often 
the cause of Insomnia. 

Chilblaine.s. 

Causes: 

Standing over registers. 
Keeping the feet too warm. 

Remedies: 

Bathe the feet in alcohol and cold water. Rub with a coarse towel. 
Rub with alum, or camphor. 



220 Outlines of Lessons 



Kinds of Shoes. 

Pointed toes — not good for working shoes. 

Evening shoes not good for working slioes. 

Patent leatlier shoes — do not permit enough air to reach tlie feet. 

The broad toed, flat heeled shoe is the best for every day wear. 

Price: Don't get too clieap a shoe. Neither is it necessary to pay an 

extravagant price for your shoes. A medium priced slioe is the 

best in tlie long run. 
Riihbers, sandals, overshoes: Keep rubbers and umbrella at place of 

business. 
Money that is put into protective clothing is money well invested. 



WASTES IN BUSINESS. 

Waste is something we do not need. But there is also another sense 
in which the word waste is used and that is referring to something 
which has been wrongfully spent or squandered. 

There are various things which can be wasted and which often are 
wasted. Among them are materials, opportunities, and time. Perhaps 
of these three things the last is the most valuable. And yet it is a 
very common thing to find salesgirls wasting time in a shameful 
manner. 

As long as we work for a certain concern our time belongs more or 
less to that concern. It should be our first interest to see that our 
bodies are kept in first class condition and that none of our energies 
are wasted so that we may give the best possible to our employers. 

If we go home at night and" sew until one or two o'clock in the morn- 
ing we are using energy that really belongs to the store. Rising too 
late in the morning entails hurry, and excitement and nervousness, 
which is likely to have a bad effect upon our work throughout the day 
and this is not fair to our employer. 

The following are the various ways in which a department store 
girl may waste time and an estimate of the amount of time wasted in a 
day: 

(a) Arriving late in the morning 3 min. 

(b) Finishing ones toilet at the mirror in the department 

store 5 min. 

(c) Visiting with other salespeople instead of beginning stock 

work 10 min. 

(d) Unnecessary time spent in wash room during the day . . 20 min. 

(e) Hunting for misplaced tools 20 min. 

(f ) Waiting for change and parcels 20 min. 

(g) Visiting with other salespeople instead of keeping stock 

in good order 10 min. 

(h) Looking for floor manager, buyer, or head of stock .... 20 min. 
(i) Pergonal telephone calls 5 min. 



Institute of Teachers 221 

(j) Shopping as an excuse for visiting 15 min. 

(k) Unnnecessary trips to drinking fountain, grill room, rest 

room or library 10 min. 

(1) Visiting with customer after the sale is closed keeping 

other customers waiting 10 min. 

(m) Returning late from lunch 5 min. 

(n) Leaving floor a few minutes before closing time at night 3 min. 
(o) Allowing the srle to drag through lack of interest in the 

customer 10 min. 

(p) Hunting for awkwardly placed merchandise *..... 30 min. 

(q) Outside friends coming in to visit 10 min. 



Total number of minutes lost in a day 206 min. 

Reducing this to hours we have three house and twenty-six minutes 
or nearly half of a working day. 



WASTE OF MATERIALS. 

In this lecture we will discuss waste of materials. The following 
are some of the things we waste: 

Wrapping paper and twine by taking too large a piece of paper and 
then taking another piece and throwing the first way. 

Cloth 

(a) by overage 

(b) by sampling 

(c) by uneven cutting 

Checks 

(a) by void checks, not only checks are lost but also much 
time is wasted. 

Toilet goods. 

(a) sampling of perfume, powder, sachet, etc. 

(b) overage 

(c) carelessness 

Fixtures. 

(a) losing dust cloths. 

(b) taking new dust cloths instead of washing old ones. 

(c) breakage of ornaments used for trimming and signs. 

(d) defacing fixtures with pencils etc. 

(e) using firm's stationery for our own private use. 

(f ) making notes or figuring on pin tickets, tally cards, or any 

printed form. 

(g) using wrapping paper, string, tissue paper, boxes (espe- 

cially at Christmas time) for your own use. 
It pays to help keep down expense because the lower the expense the 
firm is under the higher salaries they can afford to pay. 



222 Outlines of Lessons 



Lost Opportunities. 
1. Dodging the early morning customer while doing stock work. 

2. If selling at regular counters do not leave one customer to wait 

upon another who looks more promising. Looks are often de- 
ceiving. 

3. Judging customers by their appearance or clothes loses many cus- 

tomers. 

4. Refusing to wait upon the customer who comes in just at closing 

time. 

5. Visiting with other salespeople or with friends who come up to 

your counter. Visiting loses many sales. 

6. Failure to study stock, its value and location often loses many 

sales. 

7. Tardiness loses sales for us. Many great opportunities all through 

life are lost by not being punctual. 

8. Failure to study the job higher up often loses chances for a bet- 

ter position for us. 

9. Many opportunities are lost in Milwaukee by not being able to 

speak German. 

10. Treat every customer alike. You never know whom you may be 
waiting upon. 

Lost Energy. 

Energy is lost in several ways. Among them are: 

1. Questioning customers unnecessarily and repeating their remarks. 

2. Not having your work systematized. 

3. Failure to keep your poise. That is allowing yourself to be un- 

duly excited by flattery or too much depressed by criticism. 

4. Loosing your temper. This is one of the worst forms of wasted 

energy because it cannot possibly accomplish anything and it 
causes others to lose their respect for you. 

5. Getting up late in the morning: this means unnecessary hurry 

and excitement caused by rapid dressing, eating, and running 
for the car. 

6. Not resting at noon is another source of lost energy. If you spend 

the noon hour shopping or running about you cannot come 
back for the afternoon's work fresh and rested because you 
have no energy left. 

7. Misplacing your tools and thus necessitating looking for them loses 

both time and energy and temper. 

8. Visiting too much with the other girls uses energy that ought to 

to be expended on the customer. 



Institute of Teachers 223 



TEXTILES. 

Spinning. 

(a) Spiders. 

(b) Birds. 

(c) Silk worm. 

Weaving probnhly came before spinning. 

(a) Baskets and nigs madp of rushes and reeds. 

(b) It is not known whether spinning was discovered accidentally 

or filled a need. 

Distaff and Spindle. 

(a) Fibres twisted between thumb and finger. 

(b) Fibers twisted between palms of hands. 

(c) Fibers rolled on knee or hip. 

(d) Distaff was held under arm or sirick into girdle. 

(e) Spindle notched so that yarn did not come off. 

(f) Raw material probably held on twigs before distaff was dis- 

covered. 

(g) This method probably continued for hundreds of year.g. Then 

with the increase of needs more material wanted. So 
spinning wheel was invented. 

Spinning Wheel. 

(a) Invented about 1530. 

(b) Has spindle but it is horizontal. 

(c) Flax wheel has distaff. 

(d) Wool wheel has no distaff. It has a largp wheel where the 

worker stands holding the raw material, walking back- 
ward, drawing out the yarn and then walking forward 
twisting it and winding it up. This is called intermit- 
tent motion. The MULE spinning of today is intermittent 
motion. 



TEXTILES. 

Textile — capable of being woven, formed by weaving; fabric made by 
weaving. 

Fabric — the structure of anything, the manner in which the parts of 
anything are united — workmanship — texture as cloth of a beauti- 
ful fabric. 

Fibers — are the basis of all textiles. There are four kinds of fibers 
used chiefly in the making of cloth. They are: 

(a) Cotton 

(b) Flax 

(c) Wool 

(d) Silk / 



224 ' Outlines of Lessons 

Kinds of Fibers: 

Cotton and Flax are vegetable fibers. 
Wool and silk are animal fibers. 

Where they come from: 

Cotton from the cotton plant. 
Flax from the flax plant. 
Wool from the sheep. 
Silk from the silk worm. 

Age of fabrics: 

Linen is the oldest knoAvn fabric. 

Silk ranks next. 

Cotton and wool are both comparatively modern products. 

Processes: 

All textiles are made from fibers but the fibers must first ba 
spun into yarn, then woven into cloth or fabric. 

Definition of Spinning: 

Spinning yarn or thread means to draw out the fibers twist them 
and wind them up again. 
Drawing and Mixing: 

The object of drawing is to mix the fibers thoroughly and ar- 
range lengthwise in the form of a rope of even thickness. If dif- 
ferent grades of fibers are to be used, they are blended in the 
drawing. 

Twisting: 

Twisting strengthens the yarn. 

Kinds of Spinning: 

Ring spun yarn is tightly twisted and used for warp. Mule spue 
is softer than ring spun and has less twist; it is used for filling. 

In olden days the fibers used to be twisted by wetting the 
thumb and finger and rolling the fibers between them. 

Weaving: 

The earliest form of reed mats, thatched roofs, etc., gave us the 
basis of weaving. Plain loeaving simply interlacing of threads as 
in darning — over one, under one. The threads running length- 
wise are called the warp; those running crosswise are called the 
filling. 

Processes of Weaving: 

The harness moves part of the warp up or down — leaving a space 
for the shuttle to pass through, carrying the filling. The thread 
is pounded up closely by the reed, as a needle pushes thread to- 
gether in darning. 



Institute of Teachers 225 

Patterns: 

The harness raises and lowers certain threads numbered accord- 
ing to the pattern. 

Primitive Weaving: 

Primitive weaving of cloth was not done in yards of uniform 
length — but woven the size and shape to suit the particular pur- 
pose for which it was being made. 

important Parts of Loom: 

(a) The warp beam which carries the lengthwise thread. 

(b) The cloth beam which winds up the finished material. 

(c) The heddles which raise and lower the warp threads. 

(d) The lay which carries the wire reed that pounds the work to- 

gether closely. 

(e) The treadles which shift the warp threads making a shed for 
the shuttle to pass through. 

(f) Space formed between a series of warp thrcr.ds for the 

shuttle to pass thru, is called the shed. 

(g) The shuttle which carries the cross wise thread. 
The arrangement of heddles is called the harness. 

Kinds of Looms used: 

1. Dobby loom used for all plain weaves, twills, or diagonals, in- 

vented by James Cartwright Eng. 1785. 

2. Jacquard loom used for fancy weaving such as brocaded silks, 

fancy ribbons, damasks, flowers, and scenery. The Jacq- 
ard loom was invented -in 1801 by Marie Joseph Jacquard 
of France and differs from the ordinary loom in this way: 
Strings from above control the warp threads so that each 
thread may be governed independently of all other threads. 
A series of cards punched with holes according to the de- 
sign pass up thru a box at the top of the machine — a pin 
falls thru each hole in the card, touching a little jack 
to which the thread is attached, causing the jack to tip 
back and lift the thread. If there is no hole, the pin 
touches the card and cannot fall thru so the thread re- 
mains stationary. 

Stringing up the Loom or Drawing the Warp: 

The threads are carefully wound on the warp beam in the posi- 
tion in which they are to appear in the finished fabric, so many 
to the inch. From this beam at the back of the loom each thread 
is brought through its particular eye in the heddle — then passes 
through its own slot in the reed and on down to the cloth beam 
that will wind up the finished material. If there is a piece of 
cloth coming from the loom, the ends of a new warp are tied to the 
ends remaining on the warp beam from the piece just woven. 

15—1. T. 



226 Outlines 'OF Lessons 

In plain weaving just two heddles are required, but the modern 
loom may have as many as 24 heddles and a variety of weaves 
may be obtained. 

Some of them are: 
Plain 
Twill 
Sateen 
Rib Weave 
Basket Weave 
Cassimere Tv/ill 
Double Face Weave 

Velvets and other pile fabrics are woven in two pieces, one over 
the other with the pile threads woven back and forth between 
them. A knife travels between the two pieces cutting the pile 
threads so as to leave the ends standing up straight. 



COTTON. 

Kinds of Cotton. 

Upland — short fiber. 

Sea Island — long — best fiber. 

Short fibers lessen the strength of the yarn. 

Long fibera make a stronger, finer yarn. 

Cotton is grown from a seed and the Upland seed is covered with 

a short gray down. 
The seed from which Sea Island cotton is grown is smooth and 

black. 
Florida and long stapled Egyptian cotton are also grown from this 

seed. 

Soil. 

A light loam or sandy soil Avhich receives and retains heat and 
moisture is best for cotton. A cold damp soil is unsuitable, 
and a deep rich soil develops too much leaf and stalk. 

Nature of the Cotton Fiber. 

(a) Grown from a seed. 

(b) Vegetable fiber. 

(c) Twist in the fiber. 

Character of the Fiber. ^ ' ' '"''" 

Dependent on ~ H J ^ 7 

(a) Plant. ~~ ^. " 

(b) Soil. . , 

(c) Locality. r 



Institute of Teachers 227 

Ripening of Cotton Fiber. 

(a) Nearest the ground. 

(b) Middle. 

(c) Top. 

Countries wlipre Cotton is Grown. 
In order of importance — 

United States. 

India. 

Egypt. 

Brazil, 
also grown in 

West Indies. 

West Coast of Africa. 

Asia Minor. 

China. 

Australia. 

Where grown in United States. 

1. Upland. 

N. & S. Carolina. 

Florida. 

Georgia. 

Alabama. 

Tennessee. 

In Miss. Valley. 

2. Sea Island. 

Islands off tlie coast of Georgia & Carolinas. 

Islands in the Gulf of Mexico. 

Florida. 

America leads in the cotton industry, exports more than any other 
country, and sets the price. 
American Sea Island Cotton. 

American Sea Island is the best cotton grown. When it is ripe, 
it is finer and whiter and of greater length than other cottons, 
and has more twist. 
It is used in laces, batiste, muslins and spool cotton and mercerized 

to mix with silk. 
Length of fiber— 1^4 to 21/2 inches. 

Egyptian Sea Island Cotton. 

Also grown in India and China. 

Long stapled and fine, but of a light brown color— not used for fine 

laces, but used for hosiery, knitted underwear, ecru laces. 
Length of fiber 1 to 3V2 inches. 
Less twist than American cotton. 
Two objections — color and greasin^gs. f 



228 Outlines of Lessons 

Upland Cotton. 

Shorter fiber — less strength. 
Grown inland in dry soil. 
Used more for filling than warp. 
Length of fiber % inch to l^^ inches. 

Peruvian Cotton. 

Inferior quality — used for adulteration. Mixed with wool. 

Picking Cotton. 

Cotton is picked by machinery and by hand labor. Machine pick- 
ing unsatisfactory, cannot discriminate between ripe and un- 
ripe cotton. 

Slaves introduced into Virginia by Dutch trader in 1619. Slave 
labor used for production of tobacco and cotton because they 
could stand the extreme heat. Mostly colored labor used for 
cotton now because the labor is cheaper. 

When picked by hand, a bag is fastened over the shoulder and 
when bag is filled, emptied into basket at end of row. 

Half ripe pods are sometimes forced open and mixed w'ith good 
cotton. Bad Grade. 

East Indian filled with unripe. 

Individuals pick from 350 lbs. to 600 lbs. daily. 

From the baskets, cotton is loaded into wagon — the wagon driven 
under a galvanized spout and cotton drawn by air suction up 
into the Gin. 

Large plantations have their own cotton gins. Illus. Threshing 
Machine. 

Ginning — Eli Whitney invented the cotton gin March 14, 1794. 
A cotton gin separates the seed from the fiber. 
The gin is a box, one side of which is a grating of metal strips Vs 

to 14 inch apart. 
A revolving wheel covered with thin circular saws catch the fibers 

and pull them through the grating. 
The seeds are too large to pass through the grating— they roll down 

and out of the gin. The fibers are removed from the saws by a 

revolving brush, then pass through rollers and come out in 

form of a bat. 

Neps. 

If ginning is too quickly done, the cotton is wadded up in little 

knots, called neps. 
These neps may also be caused by unripe cotton being mixed with 

the ripe. 

Seeds. 

The lint is removed from the seeds, and the seeds pressed to ex- 
tract the oil. 
Cotton seed oil 
Butter 
Oleomargarine . , 



Institute of Teachers 229 

Made from oil. 

(Hulls used for fodder.) 

Baled. 

When the cotton comes from the gin in the form of a bat, it is 
pressed into bales, wrapped in jute bagging, strapped with iron 
bajids, and sent to the mill. 

Cotton is purchased by tlie bale from samples. 
United States bales weigli 500 pounds. 
Egyptian " " 700 

Indian " " 400 " 

Manufacture of Cotton. 
Opening Room. 

On reaching the mill the bales are opened up and the cotton put 
into the opener machine which simply tears the cotton apart^ 
opening up the lumpy pieces so that it may be easily and 
evenly spread upon the travelling lattice to the scutcht.r. The 
opener also cleans out heavy dirt and sand, etc. 

Scutcher or Picker Machine. 

Much of the dirt has fallen out in the opener machine and on the 

way to the scutcher, but the cotton is still lumpy and uneven. 
The scutching or picker machines are a series of rollers — each one 

set finer than the one before, and they form the final cleaning 

process and the cotton comes from the last machine in the 

form of batting or finishc)- picker lap. 

Carding. 

The object of carding is to draw out the fibers from each other — to 
straighten and lay them parallel, which is done by revolving 
cylinders covered with wire teeth. 

Any neps, fine leaves, or short fibres which may be left in the cot- 
ton are removed during the carding process. 

Cotton comes from the carding in a thin web 39 inches broad. 

Tliis web passes through a small eye which condenses it into a 
narrow rope about one inch in diameter — called a sliver. 

In this process, one yard of original lap has become 360 yards of 
Hliver. Good carding is the basis of good spinning. 

Drawing. 

The cans containing the slivers from the carding machines are 
taken to the drawing machine where a number of them are 
combined and drawn out to form one sliver. Drawing mixes 
the fibers and helps to lay them more parallel. 

Slubbing Frame. 

This is the process of drawing where the first twnst is put in. 



230 Outlines of Lessons 

Intermediate Frame. 

The intermediate frame receives the sliglitly twisted rove from 
tlie slubbing and draws it out a little bit more, and puts in 
more twist. 

Roving Frame. 

When the sliver reaches this frame It has been drawn out to such 
an extent that if it is to be drawn out still further it must be 
given more twist to strengthen it, and must be wound upon a 
bobbin or spool. 

Spinning. 

In the manufacture of yarn the final process is spinning, which 

simply means drawing out the cotton roving to the required 

size and giving it the proper amount of twist necessary to 

make yarn of the required strength. 
Spinning is simply 

Drawing out. 

Twisting, 

Winding up. 
Different graded machines are used to put in the hard and soft 

twist. 

Ring Spinning. 

Ring spun yarn is tightly twisted and strong and is used for warp, 
and beginning now to be used for filling too. 

Mule Spinning. 

Mule spun yarn is soft — not so tightly twisted and used for filling. 

Warping. 

The warp threads are sized to give them strength, and are then 
arranged on the loom. 

Sizing. 

A mixture of starch, tallow and water, put on the threads to make 
them smooth and give increased strength for the strain of 

weaving. 

Weaving. 

Inspected. 

Mended. 

Finishing Peocesses. 

Whether or not cotton is to be dyed, it must be bleached, to remove 
the vegetable oil. If it is to be woven in its natural color, it is not 
bleached and therefore is much more durable because all the natural 
oil has been left in and the different bleaching fluids take the life out 
of the fiber. 
Bleaching. 

1. Boiled in chloride of lime solution. 

2. Rinsed. 



Institute of Teachers 2'Sl 

3. Treated with acid. 

4. Rinsed. 

5. Boiled witli soap and allvali. 

6. Rinsed. 

7. Treated witli bleaching powder. 

8. Rinsed. 

9. Treated with acid. 
10. Rinsed many times. 

All done by machinery and hundreds of yarn at a time. 

This bleaching is for cloth that is to be dyed delicate colors or for 

white goods. 
For dyeing dark colors, the bleaching process is less elaborate. 

Tentei'ing. 

Stretching the material on a graduated machine to the width of 

the finished product. 
Prom this machine the cloth is run through a series of steam 

rollers which dry it and press it. 

Singeing. 

If the cloth is to be printed for calicoes, it is singed by passing 
through gas flames or over red hot plate. Cotton and linen 
burn with a flame and leave a white ash. 

Shearing. 

Revolving brushes rub up the nap that is left, and the cloth is 
passed through the shearing machine which is constructed on 
the principle of a lawn mower, the cloth being run close to 
rapidly revolving knives I'emoving all the nap. 

Dyeing. 

Although cotton is usually dyed in the piece, it may be dyed in the 
yarn, as for ginghams, and sometimes even before it is spun, 
in its raw state. 

Sizing. 

A mixture of starch, tallow and water, through which the cloth is 
run, first to fill up the spacing in loosely woven material, to 
make it look like better goods; secondly it also weights the 
cloth and enables it to take a better finish. 

Calendering. 

Pressing the cloth between sets of hot rollers to dry it, and pro- 
duce a good luster. 

Mercerization. 

Is the result of caustic soda on cotton fiber and brings three re- 
sults: 

1. Shrinks it together, making the cloth stronger. 

2. Gives luster — the stretching during dyeing and wash- 

ing gives luster. 

3. Absorbs more dye than ordinary cloth. 



232 Outlines of Lessons 

Mercerized yarn is employed in the manufacture of half-silk and 
half wool fabrics, and also in the production of lustrous figures 
and stripes in dull finished cotton goods. 

Caustic soda paste put on in stripes causes crepe and seersucker 
effects. 

Cotton Terms. 

Absorbent Cotton — 

Natural cotton from which the waxy matter has been removed 
by saponification and emulsion in boiling caustic soda. 
After the removal of this encrusting matter the fibers 
absorb water very readily, so that this product finds ex- 
tensive use in surgery. 
Gassed. 

Modern method — pass rapidly over piece of platinum foil 
which is heated to white heat by electricity. 

Gun Cotton. 

Nitrated with mixture of concentrate sulphuric and nitric acids. 
Very explosive and insoluble in alcohol and ether. 

Some Cotton Fabrics. 

Batiste, Plain Weave. 

Bedford Cord, Plain Weave. 

Calico, Plain Weave. 

Cambric, Plain Weave, Sized. 

Buckram, Plain Weave, Glued. 

Chambrey is a plain weave and has dyed warp, white filling and always 

white selvedge. 
Cotton fiannel — plain weave — napped. 

Dimity — combining the warp threads in the heddle to form the cord. 
Eolienne — filling coarser than warp, producing cord effect across 

breadth. 
Raw silk warp and cotton or worsted filling and is made in the gray 

and dyed in the piece. 
Flannelet — loosely spun and napped at the back of the goods. 
Galatea — plain weave — printed. 
Gingham — plain weave — yarn dyed. 
Khaki— twill. 

Tarleton — Coarse open weave — glued. 
Linon — plain weave — woven of all cotton, but uneven threads to look 

like linen. 
Madras — narrow stripe warp effects, dobby patterns. 
Moreen — plain weave — moire effects. 
Muslin — plain weave — all cotton. 

Nainsook — soft spun with mule filling — not durable. 
Organdie — plain weave — all white — colors and printed — peculiar finish 

lost in washing. 



Institute of Teachers 233 

Percale — close weave — printed. 

Pique — corded face and back warp. 

Poplin — rib or cord — plain weave. 

Rep — cord across width. 

Swiss — plain weave — all cotton. 

Silesia — light weight — plain weave — high lustre from much sizing and 

calendering. 
Tape — broken twill weave — break in center. 
Turkish Toweling — twill — cotton pile — series of loops. 
Zephyr gingham — plain weave, or small all-over dobby effect. 
Sateen — twill — all cotton cloth of light weight — satin weave. 
Corded Cottons. 

Cords running across width. 

Bedford Cord. 

Eolienne. 

Poplin. 

Rep. 
Cords running lengthwise. 

Dimity. 

Madras. 
Cross bars — cord both ways. 

Cotton — Finished Product. 

Mercerization. 

John Mercer^ 1851 accidentally. 
Dormant until 1880. 

1. Yarn — at tension on a frame. 

Frame submerged in caustic soda, from 15 to 25 minutes 

according to weight of yarn. 
Surpli:s liquid removed by rollers or hydro extractor. 
Rinsed in clear water. 
Dipped in dilute sulphuric acid. 
Rinsed — then ready for weaving or dyeing. 
Cotton yarn then in its natural length, has not undergone 

any shrinkage, and gained from 10% to 20^^ strength, 

and takes up dye better. 

2. Mercerization in the Piece. 

Cloth in the gray wound on roller. 

Stretched lengthwise .and across width by tentering clips. 

Treated with hot water. 

Caustic soda bath. 

Calendering device — upper roller covered with cotton — lower 

of metal. 
From this through a series of washing troughs containing 

boiling water and sulphuric acid. 
Calendered again, and would up on last roller quite dry and 

ready for bleaching or dyeing. 



234 Outlines of Lessons 

3. Effect of Mercerization. 

1. Changes the structure of fiber to swelled and rounded 

form. 

2. Removes the outer skin, or cutlcula. 

3. Makes cloth or yarn stronger. 

4. Gives lustre like silk. 

5. Gives greater weight. 

6. Gives greater affinity — for dye. 

In France — in 1898 — Crepon effects on silk and cotton also on silk 
and wool fabrics. Woven with two warps — cotton back being 
tight, and worsted face warp loose and slack — passed through 
mercerization process, shrinking the cotton in all directions 
and throwing face into puffs and blisters. 

It was not out-of-date before we discovered how it was done. 

Prints. 

Engraving of copper rollers — Size of roller regulates repeats. Small 

rolls worn down can be used for print where repeat comes often. 
Color box — trough for rollers to run through — doctor scrapes off 

all color save in the engraved places. 
Thickness of color — way it is mixed regulates print — according to 

weight of material to be printed. 

Kinds of Prints. 

(a) Surface print. Printed on right side only. 

(b) Warp print. The warp threads are run over the printing 

machine and printed before being woven. The filling is 
always a solid color. 

(c) Imitation warp prints. Merely a surface print done in shadow 

effect to imitate the warp print. 

(d) Duplex print. Printed on both sides exactly alike, one pattern 

directly over the other. 

(e) Imitation Duplex. Printed on both sides regardless of the 

pattern. 

(f) Block Print. Done by hand using a carved block. 

(g) Extract. The material is dyed a solid color, such as red, blue 

or brown and then run over rollers fed by a chemical paste. 
These rollers are engraved .in polkadots or small figures. 
The material with the paste dots is then put in a chemical 
bath which takes out the color wherever the paste has 
touched. 

Napped Materi/SX. 

The cottons that are to have a napped surface are woven with 
tightly twisted warp and softly twisted filling. The roller 
covered with fine wire teeth or with the teasels grown especi- 



Institute of Teachers 235 

ally for that purpose, passes close to the material pulling up 
the nap. 

(a) Outing flannel. Napped on both sides and is a yarn 

dyed material just like gingham except that it is 
fuzzy. 

(b) Canton flannel. Napped on one side and has a twilled 

back. Comes in white and plain colors and is 
piece dyed. 

(c) Cotton Velour. Printed on the right side and then 

napped. 

(d) Flannelette. Printed on the right side and then 

napped on the wrong side. 

(e) Shaker Flannel. Napped on both sides and comes in 

pure white and unbleached. 

CuBPE Effects. 

Crepe Plisse or Ripelette are usually creped in stripes. The plain 
woven material is run over a I'oller engraved in stripes. These stripes 
are fed with a chemical paste which shrinks the material. The all- 
over crepe effects are woven on a special machine set at a loose tension. 
The woven crepes wear better than the chemical crepe effects, because 
the chemical weakens the cotton fibre. 

To Tell Cotton from Linen. 

1. Drop of water — undependable. 

Linen absorbs. 

Cotton — not so absorbent. 

2. Breaking of Threads. 

Cotton breaks off short with fibers blunt — bursting. 
Linen fibers taper to a point. 

3. Feeling. 

Linen elastic. Cotton softer, more dead. 
Linen cooler, firmer, leathery. 
Linen smoother — cotton natural nap. 

4. In mixture, cotton fuzzes after washing. 

5. Drop of Olive Oil. 

Linen becomes transparent. 
Cotton — not transparent — opaque. 

6. Chewing Thread. 

Cotton soft — linen firmer. 

Taste of cotton and linen — cotton sized, tastes starchy — not 
like linen. 

7. Does not reabsorb — Cotton. 

Linen reabsorbs — keeps its color longer than cotton. 



236 Outlines of Lessons 



To Tell Cotton feom Wool. 

1. Cotton flames and wool curls. 

2. Sulphuric acid dissolves cotton and leaves wool. 

3. Cotton yarn harder than wool yarn, and in weave feels harsher. 

4. Caustic soda dissolves wool. 



THE PRODUCTION OF SILK. 

Silk was manufactured many years B. C. In the third century a 
monk wrote of the Chinese. "They make precious figured garments 
resembling in color the flowers of the field, and rivalling in fineness 
the work of spiders." In those days the silk was made by the Empress 
of China who cultivated the worms herself and only nobility wore it. 
The name China is derived from Ssii, the Chinese word for silk. The 
secret was kept for many years and the Chinese used to export woven 
silks and embroideries. 

In the sixth century the Pope of Italy, anxious to introduce the in- 
dustry into his own land, sent monks into China to discover how silk 
was made. These monkg brought the eggs of the silk worm into Italy; 
having carried them in their staves, which were hollow. Italy then 
started the silk industry and today has an equal output with Japan. 

China manufactures one-half the output. 

Silk Producing Countries. 

r China 

. I Japan ( Italy 

Asia J T J- Europe J „ 

j India " Prance 

I Java ^- 

China produces most of the raw silk of commerce, Japan and Italy 
each about one-half as much. India imports more silk than it exports. 
United States imports cocoons as well as raw silk and piece goods. 

Raw silk can only be profitably brought to market where there is an 
abundance of very cheap labor, such as is found in China, Japan, Bengal, 
and Southern Europe. 

In 1622 King James of England sent some of the silkworms over to 
Virginia to see if they could not be raised in this country. Could grow 
the mulberry tree on which worm feeds, but hand labor too unskillful. 
In early Colonial days silk came up with a great flourish, but did not 
last long. The firm of Cheney Brothers, Patterson, N. J., still in ex- 
istence, is a relic of that time and when the silkworm was not raised, 
Cheney Brothers, imported the raw silk. This firm made black silks 
only. They were lusterless, as they were made without washing and 
they were coarse too, but would wear forever. 

Seven-eighths of the silk sold here today is of American manufacture. 
19,000,000 lbs., of raw silk used in America annually — Va of world's 
product. 



Institute of Teachers 237 



Color of Raw Silk. 

1. Asiatic. 

Dark Orange to white. 

Best Chinese and Japanese, pure white. 

2. European. 

Italian — bright yellow. 
South France — pure white. 

Indian and Chinese Wild Moth. 

The silk of the wild moth is called Tussah or Tussar. Both the 
moth and cocoon are light brown in color and the fibre is short and 
uneven. 

Pongee is made of this silk. 

Food of Silk Worms. 

1. Cultivated. 

Leaves of white mulberry tree. 

2. Wild. 

Leaves of oak tree. 

History of Silk Worm. 

1. Moth lays from 300 to 500 eggs— look like turnip seeds and have 
tiny black spot on one side. 

2. In short time, tiny black worms, % inch in length. 

3. Worm sheds its skin all the time it is growing until about two in- 

ches long. 

4. The last three or four days before worm begins to spin, he generates 

liquid. Down each side of the worms body there is a tiny 
tube and underneath the lower lip there are tiny openings — 
on each side of the mouth. The liquid is in the form of a 
glutinous gum which hardens into a fine elastic fiber. 

5. With a motion of the head, somewhat like a figure eight, the worm 

throws this thread around the entire body until it is entirely 
enveloped. 

6. When the cocoon is formed, the worm is inside and again sheds his 

skin and becomes a chrysalis. (Sleeping worm.) 

7. The chrysalis developes into a moth and when fully matured throws 

an alkaline substance against the side of the cocoon and comes 
out. 

8. If moth breaks its way out, the cocoon is ruined for spinning. The 

fibers are short and used for spun silk. 

9. The worm has no eyes and eats mulberry leaves all the time. 



238 Outlines of Lessons 

10. The moth has no mouth, only eyes, and flies about until it mates 

and then dies. 

11. (1) Moth lives from two to three days. (1) Eggs are hatched in 

two weeks. (3) Worm about 50 days in transition. 

12. The fuzzy fibers on the outside of the cocoon are to fasten it to the 

tree. 

13. For reeled silk, the cocoons are put in hot water or baked in an 

oven to kill the chrysalis and leave the cocoon intact. 

14. Cocoons of cultivated worms. 

Yellow 
White 
Pale green 
Wild worm cocoons. 

Fawn and brown 

Note: Tussah silk is often bleached with peroxide of hydrogen or 
sulphuric acid. 

Note: Silkworm is delicate. Must have even temperature — not 
too moist or too dry. Loud noise will kill silkworm. 

Manufacture of Silk. 

The silk fibre is the most perfect as well as the most beautiful of all 
fibres. 

1. Characteristics. 

(a) Fibre practically faultless. 

(b) Very fine. 

(c) Continuous. 

(d) Length — about 1500 feet, i/l mile. 

(e) No joints or scales. 

(f) Uneven thickness — thin at each end; thickest in the middle. 
. (g) Not cellular. 

2. Reeling — Reel called filature. 

(a) Cocoons sorted — 

1. Color. 

2. Fineness of fibre. 

3. Perfection of fibre. 

4. Cocoons put in basin of warm soapy water — outer 

fuzz brushed off — reeler finds end of thread — 

combines several and passes them through tiny 

guide eye up to the reel which winds them in 

skeins. 

2350 to 3000 cocoons for one yound of silk. 

350 cocoon threads for one silk thread. 

If done by hand, man stands beside the basin of cocoons and 
watches each fibre as it comes out, and as it begins to get thin 



Institttte of Teachers 239^ 

and seems to be playing out, he joins anotlier to it so as to 
keep one continuous fibre. 
If fibre runs out, steam reeler stops automatically. 

3. Drying. 

The silk is dried and tied into skeins. 

4. Throwing. 

Silk does not have to be carded, drawn, etc. The one pro- 
. cess of spinning is throwing or twisting. Throwing 
is done while the gum is still in the silk. 

1. Wound from skein after reeling onto spinning bobbins and 

here the first twist is put in. 

2. Cleaned — passes from one bobbin to another through tiny 

slit which stops it if it is uneven. 

3. Doubling — two strands twisted together in opposite direction 

to first twist. 

For sewing silks — 60 twists to the inch are given in first 
throwing. 

4. Tram — soft, loosely twisted for filling — the single is not 

spun before doubling — spreads out over warp and 
gives luster. 

5. Organzine^ — spun first — then doubled — then spun again. May 

be doubled more than once according to the weight 
it is to be used for. Used entirely for warp. 

5. Roiling off. 

1. Silk in the gum — lusterless. 

2. Gum removed by boiling skeins in alkali or soapy water. 

3. Silk comes out soft and lustrous. 

4. Silk loses weight in boiling. 

5. Ecru or Tussah silk may be partially cleaned of gum. 

6. Silk to be dyed black or in dark colors may have gum left 

in, but in better quality gum is removed. 

7. Silk sometimes put in linen bags and boiled for hours to 

produce pure white. 

8. Before being boiled silk is harsh and wiry like fine horsehair. 

9. Boiling reduces weight 16 oz. to 12 oz. 
10. Gum sometimes left in silk to 

(a) Save expense of boiling off. 

(b) Produce greater weight. 

(c) Absorbs more mineral salts. 

(d) Absorbs more dye. 

6. Weighting or Loading Silk. 

The silk fibre has a remarkable property of absorbing certain 
mineral salts; still retaining much of its luster. 

50% to 100% is common weighting. 

Have been instances where silk has been made nine times 
heavier by weighting. 



240 Outlines of Lessons 

Light colored silks are not weighted so much, and sugar used 
instead of mineral salts — not so hard on the silk. 

In dark silks tannin may be used instead of mineral salts — less 
injurious. 

7. Object of Weighting. 

1. Make up weight lost in boiling off process. 

2. Poor grades weighted — salts break and cause cracking of 

taffeta. 

3. Manufacturers sell silk by weight. 

8. Time of Weighting. 

Hot salts of iron or tin put in when silk is being dyed — then 
silk boiled in oil, or oiled soap, to eliminate stiffness and 
give it luster. 

Note: Sil'k never goes from one process to another without being 
weighed. 

9. Action of Salt on Silk. 

Common salt on weighted silk weakens the fiber. 
Silk dress ruined by salt water. 

•Holes appear, too, after dress comes from cleaners — caused by 
salt in perspiration. 

10. Dyeing. 

Silk will take animal or vegetable dye so makes good mixture 
with cotton or wool. 

(a) In skeins for embroidery and best weaving. 

(b) Cheap fabrics — boiled and dyed in the piece. 

1. Skeins on sticks. 

2. Turning the skeins. 

3. Rinsed in cold wate-r. 

4. Wringing by putting stick through and twisting — 

severe — but enhances luster. 

5. Drying Room. 

After drying — rewiading on bobbins of different shapes and 
sizes according to purpose for which thread is to be used. 

11. Spun Silk. 

Spun or Schappe silk is made from the waste of the reeled 
silk^ — from broken cocoons and the fuzzy short fibers of 
the outside of the cocoon. 

Soft thread is gassed to remove fuzzy ends. ^ 

Give it high luster. Used for machine thread, cords, braids, 
fringes, and tassels — underwear, ties, scarfs, dress goods, 
kerchiefs and mufflers. 

Used for production of fabrics for decorative purposes, furni- 
ture coverings, curtains, table covers, wall hangings. In 
U. S. — several factories, but greater part imported. 



Institute of Teachers 241 

Artificial Silk. 

1. Made from Sea Island cotton or wood pulp — treated with acid 

and alcohol by which one gets cellulose. 

2. Cellulose dissolved with alcohol and run into a trough. 

3. From trough into tiny glass tubes, and ten threads combined to 

form one thread of artificial silk and run through cold water 
to harden. 

4. The opening from one of these glass tubes is so small that it is 

seen with difficulty under the miscroscope. 

Qualities. 

1. In early stages of manufacturing it was very inflammable. 

Used to explode when ironed — result of action sf nitric acid 
on the wood pulp. 
Still more inflammable than silk. 

2. Stiffer than natural silk. 

3. Often used for filling with silk warp. 

4. Today not affected by dampness. 

5. Good used for trimmings of all kinds. 

Test: Chew thread — gradually softens and natural silk thread tough. 
Price: % less than natural silk. 

Notes: 

1. Pure silk shines with subdued pearly luster. 
Artificial silk highly lustrous. 

2. Silk has great affinity for water, and can absorb about % its own 

weight, and not feel wet to the touch. 

3. 12 oz. of boiled silk may be increased to 80 oz. by muriate of tin 

and yet look like bright silk. 

4. Satin Damask. 

Front of plain satin nearly all warp and back nearly all 
weft. 

Silk Test. 

1. Burning — animal fiber — therefore heat will make it swell and 

curl, but not flame. 

2. Alkali — if strong, dissolves silk and leaves cotton or wool. 

3. If taffeta is adulterated, it will burn a dirty red color. 

Mixtures or Adulterations. 

1. Cotton — especially mercerized used for warp with schappe filling. 

2. May be mixed with cotton in the yarn and in the weave. 

3. Wool — in yarn and in weave. 

4. Linen — in weave — probably never mixed with silk in the yarn. 

16—1. T. 



242 Outlines of Lessons 



Silk Weaves. 

1. Moire Renaissance — blunt effects. 

2. Moire Antique — sharp pointed pattern. 

3. Moire Francais — stripes — different widths (Done in taffetas) 

4. Bengaline — lilve coarse Ottoman and is silk over wool cord for filling 

5. Surah — twill — used for mourning. 

6. Peau-de-cygne — popular for hard wear. 

7. Peau-de-soie — will wear but gets shiny. 

8. Messaline ranks next to peau-de-cygne for wearing and is light in 

texture. 

9. Louisine. 

10. Satin — difference between silk and satin is in the weave — most all 

satins have cotton back, the silk and linen backs more expen- 
sive. 

Silk back satin, $1.50 per yard. 

Linen back satin, $1.00 per yard. 

Skinner's satin, $1.00 per yard, wholesale. 
Belding lining less expensive than Skinner's — little less silk, but 
just as good. 

11. Surah — not popular today. 

12. Duchesse. ' ■ 

13. Grosgrain — not much used now. 

14. Moire velour — usually cotton — if wool, $7.00 per yard. 

15. Crepe de chine. 

16. Different kinds of Pongee — • 

(a) A sort of pongee made in Japan, called Habutai, and usu- 

ally pure white, used for silk kerchiefs. 

(b) Shantung — woven on hand looms by children in China. 

(c) Shanghai — bleached Shantung. 

In China, everything woven is sold by weight, and because this silk 
must weigh so much to the piece, it comes in various lengths. 

It can be washed like cotton and the more it is washed, the more 
lustrous it becomes. 

The name of a silk does not mean anything; it is the weave that 
counts. 

17. French taffeta is made in Lyons. 

18. Domestic black taffeta will wear better than French. 

19. Foulards are woven without being washed — then bleached pure 

white, dyed all one color, and run through rollers and printed 
— ^or color extracted. It is cheaper to extract than to print. 

20. In Brocades — the figure woven on a Jacquard loom and then some- 

times printed to give it additional color. 

21. Italian silk less expensive than Chinese. 

22. Chinese adulterate everything, and silk adulterated with sugar cane 

about 11/4%. Without this it would be finer, and have less sub- 
stance to it. 



Institute of Teachers 243 



Linen. 

Linen is one of the oldest of all textile fabrics. The most ancient 
mummies were wrapped in linen, which proves its early and extensive 
use among the Egyptians, and it is said the very finest linen of today 
looks coarse in comparison with that from the Egyptian looms used in 
the time of Pharaoh. 

Hebrew and Egyptian Priests' robes. 

Flax Fiber. 

Grown from a seed. 

Vegetable fiber. 

Fiber comes from the stem of plant. 

Physical Structure of Flax Fiber. 

Long, straight fiber like hair or straw. 
No twist. 

Pale yellow, gray or greenish tint. 
Form — Illus. by miscroscope and pictures. 

Climate. 

Flax adaptable to soil and climate. 

Grown successfully in Northern districts and cool highlands. 

Where grown in United States. 
Grown largely in 

Dakota 

Minnesota 

Wisconsin 

Iowa 
Missouri 
Nebraska 
Illinois 
Mississippi Valley States (Very little) 

In Canada 

Southeastern part along St. Lawrence River, and shipped to Europe 
from there. 

Difference between Linen and Cotton. 
Length of fiber. 
Twist. 
Oil cell. 
Adaptability to climate. 

Raising Flax. 

1. Not raised for fiber in U. S. because of expensive hand labor. 

2. Should only be raised on same land once, in from six to twelve 

years, if to be used for fiber. 
In U. S. — fiax raised for seed and cut by machinery. 
Illus. — Pulled and cut flax — oil cells. 
In Belgium — same land used once in 12 years for flax. 



244 Outlines of Lessons 

In Early Colonial Days. 

Farm cleared of stones and tree stumps, and flax sown like grass 

seed, in May. 
Blue flowers. New England states — garments. 
Ripe in June and July — pulled by hand. 

Grades of Linen and Countries of Manufacture. 

Russia raises most flax and exports and manufactures heavy 
crashes and toweling — made by hand looms in the home. 

United States. 

Millions of acres of flax for seed. 

Manufacture coarse toweling and tow crashes — Thread and Twine. 

Ireland. 

Raises flax, but does not export. 

Ranks first in fine damask and napkins — noted for fine towelings 

and towels, glass checks, dress linens, and fine bleached waist- 

Ings. 

Scotland. 

Limited quantity. 

Close second to Ireland and manufactures the same things. 

Germany 

Next in quantity and quality, but German Damasks — heavier — 

often half bleached and more durable. 
German design not so artistic. 

Austria 

Limited quantity. 

Following Germany in damasks. 

Belgium 

Crop exceeding in value the land on which it was produced. 
Not a great quantity — but exquisitely fine quality — mostly fine waist 
and dress linen, and Brussels lace. 

France 

Limited quantity. 

Noted for fine dress linens — waistings — kerchief linens — laees — 
fancy linens and doylies. 

Japan and China 

A linen of high lustre, silky and of a creamy color. 

Maderia Islands 

Fine but less body — Doylies, etc. 

islands of Teneriffe — Spain 
Fancy linens and doylies. 

Holland i 

Limited quantity of flax and coarse hand woven linen. 



Institute of Teachers 245 



Processes. , 

1. Pulled by Hand. 

If flax is to be used for fiber, it must be pulled up by the roots. 
Care is taken to keep the root ends even and the stalks 
parallel. Pulled flax retains its natural oil. If flax is to 
be used for seed, it is cut by machinery. 

2. Rippling. 

The object — to remove the seeds, branches, etc., leaving straight 
straw. A coarse wooden or heavy iron wire comb with 
great teeth, fastened on a plank — stalks of flax pulled 
through — seeds saved to sell or for next crop. 

(Russia ripples) 

(Ireland does not ripple) 

3. Seeds. 

The seeds are pressed from which we get linseed oil used for 

mixing paints and varnishes. 
Remaining crushed mass is linseed cake — esteemed for feeding 

cattle, and which, when finely ground, becomes linseed meal. 

Retting. i 

Rotting outer bark by fermentation to get at the inner fiber. 
Four kinds of retting — 

1. Dew Retting — Illus. 

Flax spread out in fields — 2 or 3 weeks. 
Russia and Germany— difficult process to watch. 

2. Stream Retting — 5 to 15 days. 

Belgium — Village Courtrai— bundles of flax in flat boats 
sunken in the River Lys. Only river of its kind in 
the world. Rets and bleaches. Dew Retting leaves 
fiber dirty gray color — River Lys Retting leaves 
fiber creamy yellow. 

Flax taken out of river and spread in the fields to dry 
and then put back into river again. Entire process — 
two weeks. 

3. Pool Retting — five days to two weeks. 

Ireland. Bundles of fiax sunken in stagnant water — 
difficult process to watch — now done by introducing 
fermentation germ into pools — retting more evenly — 
quicker process. 

4. Artificial Retting. 

Europe, Ireland, America accomplishing retting in four to six 

hours, but best fabrics come from natural retting. 
Tanks — warm water and alkali. 
Color — pale grey, not much bleaching needed. 
Flax broken with fiuted rollers. 
Crushes outer layer of straw. 



246 Outlines of Lessons 

Put into hot solution of caustic soda and mild alkali,. 
Washes — three hot, three cold. 
Dried — 

1. Revolving dryer, no heat. 

2. Straw hung in case — dried by steam. 

Stands in air few hours to absorb normal amount of moisture. 

Shortest time for retting — 30 minutes. 

Entire process, including spinning and weaving — four hours. 

Over-retting destroys pectos holding cellulose fi.bers together. 

Attacks cellulose fibers and destroys strength. 

Cellulose gives strength, lustre and elasticity. 

Cleaning Processes. 

1. Breaker Machine. 

Horizontal rollers to further break the woody bark, and sepa- 
ate the greater part of it from the fiber. 

2. Scutching. 

Completely removes woody bark — done by rapidly moving 
blades which beat the flax, which is held firmly until well, 
cleaned. 

3. Hackling. 

Scutched flax drawn through iron combs — separating line and 

tow. 
Hackled many times — each time with finer instrument. 
Hackling lays fibers parallel. 
Fineness of fiber dependent on number of times it has been 

hackled. 
Line — for damasks and fine dress linens. Line from 10 to 12 

inches long. 
Tow — for towels etc. — carded like cotton. 
Linen is always Ring Spun. 

Tow. 

Short fibers are carded like cotton — coming from machine in 

the form of a Sliver; then combined and drawn out. 
Tow shorter more wooley fiber than Line. 

Manufacture. 
Spinning. 

Linen is always spun wet. 

Natural oil from fiber lost in retting, leaving fiber too dry and 

brittle. 
Sprayer used^ — cheaper grades glued. 

Weaving. 

1. Plain weave for dress linens — kerchiefs, crashes. 

2, Jacquard loom used for damask table cloths, damask towels, etc. 



Institute of Teachers 247 

3. Damask leaving the loom is beetled — flattens the fibers. Pat- 

tern brought out by effect of light — damask perfectly smooth, 
no raised effects. 

4. Check or diapered weaving used for huck towels and done on 

Dobby looms. 

Bleaching. 

In yarn or finished cloth. 

1. In Belgium and steam retting — linen somewhat bleached 

in the raw. 

2. In Ireland — grass bleached on beautifully kept swards ad- 

joining factories. Grass Bleach best known process, 
rarely used now. 

3. Holland and Germany used to put linen under snow — rarely 

done now. 

4. Artificial bleaching most common today. Linen comes from 

loom and boiled in vats of lye and alkali. Dried on 
grass and boiled again. Process repeated until linen is 
white and marketed as grass-bleached. Artificial bleach 
too white — grass bleach soft and creamy, 
creamy. 

Some factories use artificial and grass bleach alternately and 
sell for grass bleach. 

Bleaching lessens weight — takes out oily matter; therefore, 
manufacturers would rather buy Belgian Flax, requires 
less bleach. ' 

Quick bleach takes life out of linen. 

Slow grass bleach leaves natural life in the fiber. 

Dyeing. 

Linen may bs dyed in yarn or piece. 

Does not take dye with same degree of fastness as cotton. Thou- 
sands of years ago linens beautifully dyed but art was lost — 
only dyed now within past ten to twelve years. 

Shearing. 

Ordinary linen leaving loom goes to shearing machine. Very sharp 
knife set a hair's breadth from roller over which linen is passed 
cuts off all fuzz or nap. 

Sizing. 

After shearing, linen is sized. 
Pure linen is not sized. 

Calendered. 

Linen is calendered repeatedly (and often mangled) to give high 
lustre. 

Inspected. 

Mended. 

Folded. 

Measured and packed for shipment, 



248 Outlines of Lessons 



Characteristics of Linen. 

1. Much strength because of long fibers. 

2. Natural lustre not equalled even in mercerized cotton. 

3. Easily cleaned and does hot turn yellow as easily as cotton. 

4. Absorbs moisture as cotton does not. 

5. Good for underwear and a good conductor of heat. 

6. Only disadvantage — wrinkles easily. 

7. Oil being removed from linen whitens it^oil from cotton yellows 

It. 

Linen Tests. 

1. Olive oil best test — leaves cotton opaque and linen transparent. 

2. Linen threadtapers at the end when broken, cotton thread fuzzy 

and blunt. 

3. Linen elastic — cotton soft. Experienced buyers tell linen by 

sense of touch. 

4. Scotch and Irish people tell by taste and some old ladies can 

tell right and wrong side. 

5. To chew linen thread is good test. 

6. If cotton and linen are mixed — cotton will get fuzzy in launder- 

ing. 

7. If you will examine linen under the microscope, you will see 

that threads are round. 

8. A drop of water on cotton absorbed slowly — on linen instantly. 
9 Damask which sheds lint after washing has cotton in it. 

10. Used to tell linen by its high polish, but that test not used now 
because of the many mercerized materials. Polish put on 
linen by means of hot rollers — gives lasting gloss. If with 
starch, washes off. 

HEMP. 

Hemp is a vegetable fiber and comes from the stem of the plant. 
Tt grows to the height of from six to ten feet, and is used for making 
twine and rope, carpets and coarse stuffs. 
Russia produces more hemp fiber than all the rest of the world. 
Also grown in warm parts of — 

Asia 

Italy 

France 

Hungary 

Germany 

Algeria 

United States. 
Kentucky 
Missouri 
Illinois 
California 



Institute of Teachers 249 

Treatment of Hemp, 

Prepared similar to flax — most of the work done by machinery. 

Properties of hempe. 
Color — Grey 

Fineness depends upon quality. 
Strength — not so strong as flax. 
Slight luster. 
Does not rot under water. 
Cannot be bleached perfectly white. 
Larger and coarser than flax. 

Manilla Hemp. 

Strongest rope fiber in use and comes from leaf of Philippine plant 
resembling banana tree. 

Sisal Hemp. 

Fleshy leaves of plant resembling "Century Plant." 

Fibers stiffer and less strong. 

Rope — twine — brushes — sacking for cotton. 

/. 

JUTE. 

Comes almost entirely from Bengal, India. Tall, slender stalks like 
hemp. 

Fiber long and lustrous. 

Soft. 

Easily spun into coarse threads. 

Weaker than hemp. 

Does not bleach well. 

Rots under water. 

Extensively used for mixing with silk, cotton, flax, hemp, and woolen 

fabrics. 
Takes dye beautifully. 

Coarse Varieties. 
Coarse sacks 
Packing cloth 

Finer Varieties. 
Carpets 
Curtains 
Plushes 

Penal sentence of seven years in Scotland if manufacturer uses Jute 
for adulteration. 



250 Outlines of Lessons 



RAMIE. 

Belongs to nettle family and grown in India largely and in North 
and South America. Much is grown now in Wisconsin. 

Difficult to clean, but clean fiber is long and silky. 

Strength — three times greater than hemp, and weight one-half more 
than linen. 

Valuable cordage fiber, and used in China for "grass cloth" and Chin- 
ese linen. 

Now used for fabrics — closely resembles silk, and used in underwear, 
velvets, and a dress fabric resembling linen and sold as "Ramie linen." 
It does not wash well, wears fuzzy and does not take starch readily. 



WOOL. 

A large part of the people of the world have always used wool for 
clothing. Wool was probably the first fibre spun by early man. In the 
beginning the pelt was used for clothing, being worn with the down 
next the skin, and the sheep were carefully bred to produce soft wool. 
Sheep were first introduced into America in 1609 and the Colonial gov- 
ernment encouraged the raising of sheep in all the colonies. 

President Washington imported the best breeds of sheep from Eng- 
land and promoted the bringing to this country of the best spinners 
and weavers. 

The Merino slieep was imported from Lisbon in 1802. 

Nature of Wool. 

Wool is the soft curly covering which forms the fleecy coat of the 
sheep. 

1. Structure. 

A hair-like tube. Differs from hair in that the edges of the fibers 
are rough. It is curly and hair is straight. Sheep may pro- 
duce both kinds. Long stiff fiber called "beard hair." Short, 
crinkly, elastic and fine, called wool. 

By domestication, sheep produce wool almost exclusively. Goat al- 
ways produces two kinds. 

2. Characteristics of Wool Fiber. 

Chiefly its serrations — the scaley parts which give to the wool 
fiber its felting quality. Under the miscroscope the scales 
can be seen to overlap one another — the edges looking like saw 
teeth. In good wool fiber the serrations range from 2,500 to 
3,000 to the inch. In felting, the fibers become entangled with 
each other, the little scales hooking into each other and hold- 
ing the fibers closely interlocked. 



Institute of Teachers 251 

II. Animals Furnishing Wool. 
1. Sheep. 

(a) Lincoln, English. 

(b) Leicester. 

Long and soft for fine worsteds. 

(c) Highland — Scotch wool — shorter and used for hosiery. 

(d) Downs — for woolen fabrics. 

(e) Shetland^ — short and straight — does not felt like other 

wools — used for knitted goods, shawls, etc. 

(f) Cheviots — coarser, not very long fiber and not used for 

finest fabrics. 

(g) Merino wools. 

Best of all — 

1. Spanish. 

2. Saxony. 

3. American, 

As a result of cross breeding of different sheep, in different parts of 
the world in different climates, etc., there exist many varieties of wool. 

Angora Goat. 

Fiber long, lustrous, fine and pure white. Mohair, plushes, crepons, 
zibeline'j, Astrakan. Found in Asia Minor. 

Thibet Goat. 

Cashmere — fine and soft. Face of fabric twilled. In America name 
of weave now. 

Llama. 

Alpaca — cotton warp. 

Vicuna. 

South American animal — camel tribe. . Soft, delicate wool, very 
valuable. Furry fabric. Our Vicuna merely Merino wool. 
Not enough real Vicuna in a year to make one yard of cloth. 

Camel's Hair. 

Neck and back of camel — rough and shaggy fabric— horse hair. 

IIL Quality of wool affected by 
Climate 
Feeding 
Pens where sheep are kept. 

Value determined by 

1. Number of serrations to the inch. 

2. Curliness. 

3. Length of fiber. 

4. Soft — yet elastic. 

5. White wool best, because easily dyed. Color of wool in the raw 

varies from white through the darker shades to black. 



252 Outlines of Lessons 

6. Wool free from dirt best to buy, because of expensive cleaning. 

7. Natural lustre. 

(Lamb's wool — 8 to 12 months.) 
(Wether wool — less value.) 

IV. Sources of supply. 
Australia. 

Argentine — South America. 
Russia. 
United States — 42% of the kind of wool we want raised here — 

58% imported. 
Great Britain — Ireland and Scotland. 
South Africa. 
France. 
Uruguay. 
Spain. 
Germany. 
India. 
Canada. 

V. Production of Wool. 
1. Sheep farms. 

(a) Care. 

(b) Washing — formerly done before the shearing— the 

sheep washed in brooks — improved color but re- 
moved % weight. Grease is called yolk and 
potash is made from it now. 

(c) Shearing. 

1. By hand. 

2. By machinery. 

3. Fleece called pelt. 

4. Pulled and skin wool from dead sheep. 

Shearing must be done at right time of the year — shearers travel 
from one state ti another. Start in South California and finish 
in Canada in July. Mexican expert shearers. Machine shear- 
ing saves much wool because it gets closer to the skin. 

VI. Fleece. 

Great variation in weight of fleeces. In Oregon, Montana, 
Wyoming fleece full of natural oil — average weight 8 lbs. 
In more sterile country such as New Mexico fleece will not 
average over 5 lbs. Shearing season like threshing season. 
Floor a sea of wool. Boys tie fleece in compact bundles — 
men throw them into wool sacks and tramp them down. 
Shipped to wool centers. Billings, Montana, greatest wool 
shipping center in the world. Eastern buyers go there and 
examine the clips and make bids. 



Institute of Teachers 253 

Chief states raising slieep: 
Wyoming. 
Montana. 
Idaho. 
Oregon. 

40,000,000 in U. S. west of Missouri river. 

VII. Sorting. 

Fleece wool as it comes to the mill is in bundles and must be 
sorted. The fleece comes in the form of a pelt, as it has 
been cut from the live animal. 

A fleece may have as many as 12 or 14 different qualities of 
fiber. 

1. Head and sides, remarkable for length, softness and uni- 

formity ;thes are the choicest wools in the fleeces. 

2. Lower part of back — next grade. 

3. Loin and back — short fiber, not so fine and rather tender. 

4. Upper parts of legs. 

5. Upper portion of neck. 

6. Central part of neck — inferior quality, coarse and irregular 

growth and full of thorns, twigs, etc. 

7. Belly — poor quality and tender. 

VIII. Pulled Wool. 

1. Pelts come from packing houses and thrown into vats of 

water and left to soak 24 hours, to loosen the dirt. 

2. Scrubbing machines from which wool issues perfectly clean 

and white. 

3. Pelts freed from particles of flesh. 

4. Painting room — pelts laid flesh side up, and carefully painted 

with acids for loosening roots of wool. (24 hours). 

5. Pulling Room. Wool puller stands before wooden frame 

work over which pelt is thrown and as they pull it out, 
it is thrown in barrels according to grade and length. 

6. Wool emptied from barrels on to wire netting raised about 

three feet from the floor — hot air forced underneath it by 
means of a blower and as it is worked over by m('n with 
rakes it soon dries. When thoroughly dry, it is raked up 
and taken to the store room and dumped into bins. Re- 
mains open for inspection and sampling until sold. 

IX. Scouring. 

1. Fleece wool as it comes into the market is either in the 
"grease" — unwashed and with all the dirt which gathers 
to the surface of the greasy wool present, or it has been 
scoured on the live sheep. 
In the factory — wool is put into long troughs which have 
chains running through which keep the wool moving and 
when this process is flnished, the wool comes out white. 



254 Outlines of Lessons 

2. If scoured on live sheep — the sheep are driven into metal 
lined baths and the sediment, (Yolk) grease, etc., that 
is removed from the fleece is utilized for the manufacture 
of potash. Great stress is laid upon the necessity of care 
in the washing process, because if alkali is too strong, 
detrimental to strengh and luster. Alkali baths should 
be mild and repeated oTten. 

X. After scouring, wool is thoroughly dried by circulating drafts of 
hot air. 

XI. Burring. 

1. Bits of wood, burs, leaves, etc., still in the wool after scour- 

ing and wool run through burring machine. Wool 
spread out in thin lap and light wooden blades revolving, 
-rapidly beat upon every part of the sheet and break the 
burrs to pieces. Often machine fails to beat out fine 
pieces and these are scattered through the stock. 

2. Carbonizing. 

Wool put in sulphuric acid bath for about 12 hrs.— stirred 
frequently — then dried and put in high temperature. 
Vegetable matter becomes carbonized like dust and easily 
shaken out. 

XII. Oiling. 

After scouring, wool is bright and clean, but harsh and wiry. 
Carried under sprinkler on endless cloth and sprinkled with 
olive oil, or mixture of lard and olive oil. 

XIII. Blending. 

Pure wool of one quality is rarely used in production of woven 
fabrics, so before raw materials are ready for spinning, it 
is blended. 

1. Often cotton or worsted blended with wool. 

2. Question of color as well as quality determines blend. 

3. In the blending begins the difference between woolens and 

worsteds. 

XIV. Distinction between woolens and worsteds. 

1. At this point the processes vary. 

2. Wools are divided into two classes. 

(a) Carding Wools. 

Hand Cards — made of wooden handle, wire teeth. 
Machine cards — rollers — wire teeth. 
Object of Carding. 

Mix up the fibers — they run in all directions, 
making fuzzy material. 



Institute of Teachers 255 

Combing Wools. 

Automatic wool comb into which sliver is fed. 
Straightens the fibers, removes all short and 
tufted pieces of wool. Guarantee that every 
fiber lays perfectly straight and that all fibers 
follow one after the other in regular order. 

Woolens and worsteds are names that characterize 
certain classes of weaves and finishes in wool 
goods. 

XV. Teaser. 

Various qualities of wool to be blended spread out in the form 
of layers, one on top of the other and passed through the 
teaser. Large and small rollers thickly studded with small 
pins, which open the wool, pull it apart and thoroughly mix 
it. Air blasts upon the wool in the teaser help to open up 
the fibers. Material subjected to this process several times 
and finally delivered in soft fleecy condition to storage bin, 
ready to be combed or carded, and spun into yarn. 

Dyeing. 

1. In the wool after scouring. 

2. In the yarn after spinning. 

3. In the piece after weaving. 

(Note.) Not all the woolens are composed of all woolen 
fibers. 

XVI. Wools used in Woolens. 

1. Short curly fiber. ' 

2. Marked serrations. 

3. Felting quality. 

4. Carded, not combed so that the fibers will interweave and 

felt together. 

5. Yarn loosely twisted. 

XVII. Worsteds. 

1. Long straighter fiber. 

2. Less marked serrations. 

3. Combed, not carded, so that it will not felt together. 

4. Yarn closely twisted. 

(Worsted is shiny because made of long fibers. In 
short fibers, the ends stick out and make fabric furry.) 

XVIII. Weaving. 
Finishing Processes. 

1. After being woven, material is immersed in warm soapy 

water for the purposes of felting or fulling. Worsteds 
are fulled as well as woolens. 

2. Rinsed. 

3. Tentered. 



256 Outlines of Lessons 

4. Folded and cut. 

5. Weighed. 
Finishing. 

Poorer grades — broadcloth flannels, etc., sizing of gelatin put 
on before they are pressed. Not used in better qualities 
because of natural luster of fiber. 

XIX. Test. 

Moisten surface of goods and allow it to dry. If luster does 

not return, gelatin has been used. 
In imported flannel or good broadcloth, weave should not be 
evident. In cheap flannel — weave evident. 
German Broadcloth— heavy — has thick, short nap and closely wov- 
en. Good grades, best we have for durability and finish. 
French Broadcloth. — Lighter weight and of finer luster and finish. 

Lovely and soft. 
Rub up nap with thumb. It should be even and well sheared. 
(America leads the world in piece dyed worsteds). 

XX. Difference in Finishing of Woolens and Worsteds. 
Woolens. 

1. Teazled — making a nap. 

2. Dyed. 

3. Sheared. 

4. Calendered. 

Gelatine put on wool during calendering to give luster. 
Gelatine sometimes used on broadcloths. 

XXI. Worsteds. 

1. Singeing— burning off the nap. 

2. Sanding — cloth passed between rollers of emery paper to re- 

move the nap. 

3. Calendered alternately. 

4. Sponged alternately. 

In woolens everything is done to make a nap. In worsteds, 
everything is done to remove nap, leaving a bare weave. 

XXII. Folding Machine. 

Folds cloth in the middle and turns it off on weighing machine, 
cutting it in proper lengths. 

XXIII. Mixtures. 

Wool is mixed with cotton and means less expensive material 
and if sold as such is all right. If mixed in the raw, dif- 
ficult to detect. 

Also mixed in drawing and spinning. 

In ring spinning, cotton thread covered with wool and difficult 
to detect. 



Institute of Teachers 257 

Wool and silk splendid mixture — both animal fibers; take dye 
evenly. Sometimes mixed in the spinning and sometimes 
in the weaving. 

XXIV. Other Products Mixed with Wools. 

1. Mungo. 

Hard — solid rags. 
Tailor's clippings. 

2. Shoddy. 

Shredded wool of old cloth reduced to this conf^ition to 
be remanufactured, from soft spun materials — such as 
blankets, flannels, hosiery, carpets, rugs. 

3. Extracts. 

Torn up cloths, which were cotton and wool mixtures. 
Cotton dissolved in sulphuric acid. Wool left is not the 
best grade. 

4. Tops. 

Long fibers of combed worsteds and used for good 
worsted suitings. 

5. Noils. 

Rejected fibers after combing— very often mixed with ex- 
tracts or shoddy. 

6. Flocks. 

Little shearings or clippings which are mixed with 
Mungo, or Shoddy, for cheap woolen fabrics. Ob- 
tained from shearing worsteds. Put into fulling 
trough and felted into less expensive fabrics. 

XXV. Value of Wool as Clothing. 

Wool not a good conductor of heat. Good for people who are 
out of doors a great deal in winter. No so good for people 
inside as it absorbs moisture so that when one goes out, 
one is apt to take cold. Wool not inflammable — good for 
children's dresses. Good combinations for underwear are 
linen and wool, also silk and wool. Cotton and wool not 
so good. 

1. Mohair. 

Best from England and good piece v.ears wonderfully 
well. Manufacture great quantities in America, but 
it has mohair warp and cotton filling, and sometimes 
mixture of cotton and wool for filling. American, 
inferior. 

2. Voiles. 

Finest from France. Most durable from Germany. 
Made from very finest worsted j^arns. Should be 
crisp without being stiff. This comes from the fiber 
which is used. American voiles are made from 
cheaper grades of yarn, sized and calendered, lose 
crispness in damp weather. 
17—1. T. 



258 Outlines of Lessons 

3. Worsted Suitings. 

Best from Germany — specialty of worsted suiting witli 
line of another color. For a long time Germany had 
the secret of putting on dye in these stripes — now 
Americans have discovered a method. Stripe dyed 
in the yarn woven in first — then preparation put on 
it, so that it will not take any other dye. Cloth 
dyed in plain color, coming out with stripe in an- 
other color. 

4. Panama. 

Plain weave, and best wearing material there is. 

XXVI. All Wool Tests. 

Rub material on lips — touch of cotton hard — that of wool is 
soft. Show thread — cotton thread firm and hard — wool 
soft. Dissolve caustic soda in boiling water and put into 
the solution a cotton and wool sample. Caustic soda eats 
out the wool. Wool thread elastic and curly. Cotton 
thread strong and snaps. (Sulphuric acid eats cotton.) 

Some Woolens. 

1. Tweeds (Scotch). (May be mixture). 

2. Cheviot — teazled. (May be mixture). 

3. Broadcloth. 

4. Flannels. 

5. Blankets. 

6. Eiderdown. 

Notes : 

1. The physical properties upon which depends the valuation of 

wool and hair fibers are 
Elasticity 
Color 
Lustre 
Length 
Softness 

Uniformity in diameter 
Crimpiness 
Fineness (diameter) 
Tensile strength 
Serrations per inch. 

2. Misleading terms used are — 

Cheviot shirting — a fabric made totally of cotton. 

Mohair cloth — a lining fabric containing cotton and mohair. 

'Cashmere — a fabric made of merino wool. 

Alpaca — a worsted fabric. 

Vicuna — a worsted fabric. 

Thibei — a worsted fabric. 

Merino underwear — an article containing cotton and wool. 

3. Nubs. 

A term used in the spinning of novelty yarns. 



Institute of Teachers ,' 259 



COLOR. 

1. The standard colors are: yellow, orange, red, violet, blue and green. 

2. The neutral colors are: black, white and gray. 

3. Colors are spoken of as tones. 

4. The colorless tones are: black, white and gray. 

5. A tint is lighter than the standard color — pink is a tint of red and 

lavender is a tint of violet. 

6. A shade is darker than the standard color — navy blue is a shade of 

the standard blue and purple is a shade of violet. 

7. Intermediate hues are formed by blending one standard with a little 

of the one next to it — orange mixed with yellow gives us orange 
yellow, and a little blue mixed with green gives us blue green.. 

8. A color scale is an orderly series of tones such as pale pink shading-: 

down in orderly sequence to deep dark red. 

9. Families of color are the standard colors with their intermediate'; 

hues. 
10. A color may be either intense or subdued. To subdue a standard/^ 
color, a little black may be mixed with it — this will take away 
the brilliancy. 

Color Harmonies. 

1. Complementary: 

Those opposite each other in the spectrum circuit = yellow and 
violet; orange and blue; red and green. 

2. Complex: 

A mixture of many different colors = Persial silk or Oriental 
trimmings. 

3. Analogous: 

A combination of two neighboring colors = red and orange; 
violet and blue. 

4. Contrasting: 

A standard color combined with a neutral = orange and black; 
violet and gray; red and white. 

(Note: Black and white is also classed under Contrasting har- 
mony.) 

5. Dominant: 

Many tones of one color perfectly blended = a scarf shading: 
from lavender to deep purple. 



260 -i Outlines of Lessons 



THE HISTORY AND MYSTERY OF CORSETS. 

The origin of the corset is lost in remote antiquity. The figr^re of the 
early Egyptian women shows clearly an artificial shape of the waist, 
produced by some style of corset. A similar style of dress nsust also 
have prevailed among the ancient Jewish maidens, for Isaiah im calling 
upon the women to put away their personal adornments, said:: — "In- 
stead of a girdle there shall be a rent, and instead of a stomaeher a 
girding of sack-cloth." (Isaiah 3-24) 

Homer also tells of the cestus or girdle of Venus,, which was borrowed 
"by the haughty Juno with a view to increasing the personal attractions 
that Jupiter might be a more tractable and orderly husband. 

Terentius, a Roman dramatist, who was born 450 years before Christ, 
makes one of his characters say — "This pretty creature isn't at all like 
out town ladies whose mothers saddle their backs and straight-lace 
their waists to make them well-shaped." 

Coming down the years we find that the corset was used in England 
and France as early as the 12th Century. A manuscript now in the 
British Museum prepared in the time of Edward the Confessor, contains 
a curious figure — laced into a corset, evidently intended as a satire 
upon the prevailing fashions of the time. 

As Edward the Confessor died in 1066 — woman's figure has been dis- 
cussed and criticized for' many centuries. The literature of the 14th 
century contains frequent allusion to the small waists of ladies, show- 
ing that this was regarded as essential for a beautiful figure. 

The most extensive and extreme use of the corset occurred in the 
15th century, during the reign of Catherine de Medici of France and 
Queen Elizabeth of England. With Catherine de Medici, a 13 in. waist 
measurement was considered the standard of fashion, while a thick 
waist was an abomination. No lady could consider her figure correct 
unless she could span her waist with her two hands. To produce this 
result a strong, rigid corset was worn night and day until the waist 
was laced down to the required size. Over this corset was placed an ap- 
paratus called a corset cover. 

This corset cover, which was of steal, reached from the hip to the 
throat and produced a rigid figure oyer which the dress would fit with 
perfection. The habit of tight lacing at this time was not confined to 
the ladies, as Henry III, the son of Catherine de Medici had a great 
fondness for tight corsets and all manner of feminine fripperies. In 
fact we find frequent mention of tight lacing among men, as far back as 
the 13th century. 

During the 18th century, corsets were largely made of a species of 
leather known as "Band" — which was not unlike that used for shoe 
soles, and measured nearly % in- in thickness. One of the most popu- 
lar corsets of the time was the corset of leather with a stomacher of 
steel. 

About the time of the French Revolution, a reaction set in against 
tight lacing, and for a time there was a return to the early classical 



Institute of Teachers 261 

Greek costume. This style of dress prevailed, with various modifica- 
tions, until perhaps 1810, when corsets and tight lacing returned with 
three-fold fury. It was by no means uncommon at this time to see a 
mother lay her daughter down upon the floor, and placing her foot upon 
her back, break half a dozen laces in tightening her stays. 

Within the past half dozen years, the fact has been demonstrated that 
corsets and tight lacing do not necessarily go hand in hand. Distortion 
and feebleness are not beauty. A proper proportion should exist be- 
tween the size of the waist and the breadth of the shoulders and hips. 
If the waist is diminished below this proportion, it suggests dispropor- 
tion and invalidism rather than grace and beauty. 

The perfect corset is one which possesses just the degree of rigidity 
which will prevent it from wrinkling, but at the same time will allow 
freedom in the bending and twisting of the body. 

CoKSETS — Origin. 
Indian Hunting Belt. 

Broad enough so as not to wrinkle when stooping. 
Stiff enough to support figure while hunting, etc. 
Laced with thongs of hide or strips of tendon. 
Ornamental shells, teeth, etc. — dyed herbs. 

Ancient races, bandages, rattan cane — different modes of fastening- 
sewing together — costly buckles, jeweled loops and studs. 

Java. 

Women eat clay to become slim. 

Ceylon. 

Small waists — books on the subject — waist clasped by two hands. 

Circassia. 

Corset of Morocco — two plates of wood on chest to prevent expan- 
sion. Cords passing through leather rings from collar bones 
to the waist to confine the bust. Silver plates at waist. 

Romans and Grecians. 

Broad bandage round the breast and girdle around waist. 
Term used: 
Strophium 

Zone I 

Mitra 
Custula 
Stays 
Bodice 
Corset 

Early France. 

9th Century — dresses extremely tight — broad belts. 
1043 — Monkish satire on corset. 

Word corset from French word "corps = the body "serrer" — to 
tightly inclose or incase. 



"262 O'UTLiNES OF Lessons 

Perhaps earliest mention of corset — 1265 Household Register — 

Countess of Leicester. 
"For nine ells Paris measure for summer robes, corsets and cloaks 

for the same." 
For Richard, King of the Normans and Edward, his son — Corsets 

worn by gentlemen as well as ladies. 
Kirtle — laced closely to body — sometimes took the place of stays. 

14th Century. 

Surcoat — worn on the outside — skirt attached to them. Much stif- 
fened and laced to extreme tightness. Richly ornamented. 

15th Century. 

Catherine de Medici. 

Corset cover of steel — waist 13 inches — steel corset cover worn over 

the corset to give smooth line to stomacher. Opened with 

hinges — worn in England also. 

JSngland. 

Corsets thickly quilted with whalebone. 

1653 — Waists continued small — England and France. 

1715 — Louis XIV dies — Louis XV extreme fancy dress — Shepherd- 
esses. 

1713 — Crinoline in England. 

Very low necked dress — short skirts — small waists. 

1776 — Louis XVI — everything depended on the corset. 

1760— Classic. 

1797 — French Revolutionary period — loose bodies, long trains, short 
waists, "old straight waistcoats" of whalebone in disuse. 

1806 — Empire gowns. 

1810 — Tight lacing revived with fury — steel and iron from 3 to 4 
inches broad and 18 in. long. Mother lay daughter on floor — 
placed foot on her back and breaks lacing after lacing in tight- 
ening stays. 

1824 — Small waist because of full skirts and sleeves puffed. 

1830 — ^^Same — but waists much longer — dieting — corsets worn night 
and day. 

1863— Front lace. 

1867 — Very short waist — long train — low bust. 

1870 — Front lace — soft pliable glove fitting corset. 

How COESETS AJRE MADE, 

Most of the materials from which corsets are made are manufactured 
in Fall River, Mass., and when they reach the corset factory, each bolt 
of material is sent to the testing room. This room is equipped with a 
blue light and the different tones of white material are easily distin- 
guished. It is important that a corset be made up entirely of one tone 
of white and after the materials are tested and matched they are 
marked and sent to the pattern room. 



Institute of Teachers 263 

(Pattern. 

The pattern for a corset is made of pieces of heavy cardboard th© 
edges bound with metal. Each part of the corset is cut out by 
hand. The cutter piles up the material until he has perhaps a 
dozen thicknesses and tightly pressing the cardboard pattern on 
the cloth with one hand he skillfully carves out the pattern 
with a thin pointed knife sharpened to a razor-like edge. 

Folding Machine. 

"When you examine a corset you will not find any raw edges. All 
the pieces of which it is made are sent to a room where girls 
sit at electric folding machines and turn % inch over on every 
edge. 

Stitching Room. 

The pieces are then ready to be assembled and stitched together. 
In this daylight stitching room, there were 500 girls all busily 
stitching certain parts of the corset together. Each machine 
has its own motor and the work was all "piece work" — the 
girls averaging from $10.00" to $12.00 per week. The wide tape 
which holds the bone is stitched on the inside of the corset un- 
der each seam and is stitched on at the same time that the 
outside seam is made. The tape runs through a gauge which 
carries it directly under the needles. This form of stitching 
is done with a three and four needle arrangement. 

Trimming Machine. 

When the pieces are stitched together there are uneven edges at 
top and bottom, but these are evened up with great rapidity 
by trimming machines skillfully operated by young girls. The 
little scraps of cloth are carefully saved and sold to paper mills. 

Boning. 

After the edges are trimmed the bones are put in by hand. As 
yet no machine has been invented that can accomplish this and 
as the boning is all paid for "by dozens" the girls train them- 
selves to work rapidly and become very expert. 

Eyelet Machine. 

Following the boning the eyelets are put in by machine. This op- 
eration can be viewed in any good shoe shop in connection 
with repair work. 

Fancy Stitching. 

The fancy stitching which usually decorates the corset at the end 
of each bone is not as you might think, done by hand. A ma- 
chine has been invented with a needle that jumps back and 
forth making what appears to be a kind of hand embroidery. 

Front Steels. 

At this point the front steels are put in, after which the corset is 
bound at the top and bottom with a bias fold. 



264 Outlines of Lessons 

Vapor Room. 

Although the better grades are kept in lots of one dozen in linen 
bags, by going through all these processes the corsets have 
lost a certain amount of freshness. The bundles of corsets are 
now taken into the vapor room and allowed to remain a few 
moments until properly dampened. 

Ironing. 

After the sprinkling or vaporizing, the corset must be ironed and 
for this purpose a $50,000 automatic ironing equipment has 
been installed. 

Human Irons. 

We thought of these irons as almost human because they worked 
backward and forward with an intermittent motion, rising 
with a little jerk when one portion had been ironed, so that 
the operator might move the corset to an unironed spot, ex- 
actly as a person would do if ironing by hand power. 

Garters. 

When the corsets have been ironed quite dry, the garters are 
stitched on by machine and then the embroidery, lace and rib- 
bon touches are added. 

Hand Work. 

If the corset is one that is high in price, the trimmings will be put 
on by hand, but ordinarily this is done by machine. 

Ribbon. 

There is an interesting machine which resembles a huge bodkin, 
which runs the ribbon through the beading and shirrs the lace 
at the same time. Formerly this had to be done by hand. 
Each corset, regardless of price, must go through 44 hands be- 
fore it is finished. 

Designs. 

The designs are made from living models and there are many differ- 
ent styles under each name. Most of our American corsets 
are copies of French styles and the corset buyers for the large 
stores go to France and select many beautiful samples of ma- 
terials with trimmings to. match. These are copied by the 
American manufacturers and produced at a much lower figure 
than the imported article. 

Materials. 

The chief materials used in corsets 
Silk Brocade. 
Silk and cotton brocade. 
Mercerized cotton coutil. 
Mercerized cotton brocade. 
Cotton coutil; many grades. 
Treco or tricot. , 



Institute of Teachers 265 

Mercerized cotton with brocade in art silk. 
Fancy cotton; Pekin stripe. 
Fancy weave; ratine but smooth. 
Embroidered mercerized cotton. 

Corset Laces. 

Mercerized cotton. Most general because of its durability. 

Linen. Very durable but stiff and apt to squeak. 

Cotton. Very inexpensive; stretches. 

Tubular silk lace. This is the latest invention in a corset lacing. It 
has a flat lisle tape in the centre and the silk tube covering giving 
the requisite strength with the desired daintiness. 

Flat silk lace. Being replaced by the new tubular. 

There is one phase of the training in retail selling which has not 
been emphasized in Mrs. Englert's most excellent and comprehensive 
outline. I refer to the services rendered to the public or the patrons. 
No matter what our individual notions may be on the subject, the 
public generally is growing more and more to regard department stores 
and other retail establishments as public service corporations. Stores 
are rated by the public according to their ability to permanently sat- 
isfy their customers. It is not good salesmanship to sell a customer 
an article that he will eventually find out is not what he wanted. Such 
a customer is not likely to return for further purchases. A good sales- 
man will study the needs of the customer and then proceed to sell 
what he needs even if the immediate profits to the firm may be less 
than from the sale of something else that the customer might have 
been persuaded to buy. 

Another very important element in good salesmanship is the per- 
sonality and the personal attitude toward customers. The salesman 
should avoid all habits that are offensive to some customers; such as 
the use of chewing gum, snuff, tobacco, etc. Slang is offensive to some 
people and often prevents the return of customers. The great prob- 
lem of the salesman aside from having a good stock which he' knows 
thoroughly is to serve the purchaser by promptly presenting an agree- 
able and pleasing personality and then by supplying him as nearly as 
may be with his requirements. 

W. E. Maddock. 
Oshkosh Meeting. 



266 Outlines of Lessons 



Topic 22. 
SHORT UNIT COURSES FOR THE EVENING SCHOOL. 



Lillian Otto, Kenosha, Chairman. 

Ella Kuehlthan, Janesville. 

M. N. Maclver, Oshkosh. 

The short unit course, it is believed, is the type of course required to 
solve the evening school problem. The high attendance mortality in 
these schools is evidence that the evening school has not realized its 
opportunities. The evening schools of Wisconsin had a total enroll- 
ment of 14,276 during the school year 1913-14. The enrollment at the 
close of the school year was 6,791. It is to be admitted that this mor- 
tality was due to a variety of causes, some of which were inevitable; 
but on the whole, it must be accepted as indicating the failure of the 
school to meet the needs of the pupil. 

Of the total number enrolled, about 10,000 were wage-earners. The 
average pupil in the evening school, it was shown, is a mature worker. 
Competition and economic necessity are constantly forcing the wage- 
earner to increase his earning capacity, therefore he comes to the 
school with the hope of getting something which will make him more 
efficient. He is there to buy certain instruction, as it were, exactly as 
he goes to the store to purchase a new and improved tool. Unless the 
school is prepared to do what the store does — that is, sell him the thing 
he wants, or if it does not have it in stock, go out and find it — the school 
is going to fail of its purpose so far as the wage earner is concerned 
and he will go to the correspondence school or some other institution, 
which he thinks can supply his want. 

The long course is not adapted to the type of pupil that comes to our 
evening schools. It is a characteristic of most men that they can work 
better on a limited task whose completion they can foresee than on a 
continuous one whose end is too remote to be seen. This is particularly 
true of a trade worker. In most skilled trades the workman is ac- 
customed to deal with relatively small units each complete in itself. 
The unit may be only a part of a much larger unit and may call for 
countless repetitions on his part, but it is usually a definite task which 
he carries through to the end. Whatever the unit, it tends to develop 
in the worker a habit of mind which enables him to work much better 
on a short task complete in itself than on one of long duration. In 
teaching the tradesman, the school should take advantage of this fact, 
by offering its instruction in units which in length appear to the pupil 



Institute of Teachers 267 

to be a task within his ability to complete. The work of a single year 
is not a unit and frequently the worker will not attempt it simply be- 
cause he cannot see the end. 

The long course disregards the limited time the school can hold the 
pupil. Experience shows that the school does not hold the majority of 
its pupils longer than a year and that many of them it does not hold 
for that length of time. Trade workers represent a shifting body of 
people. Many workers are migratory by instinct; others shift with 
the demand of the labor market. In view of these facts, it is clearly 
a mistake to organize the work into a long course or into continuous 
courses. A pupil loses much of the value of the work he has already 
taken if he drops out of such a course. The limited time the pupil is 
under the instruction of the school makes it necessary to select in each 
course some one specific thing as the objective point of the work, re- 
gardless of the additional knowledge which might be desirable as an 
asset. The time is too short to admit of subdivisions among the various 
subjects of a general course organized to cover every phase of the trade. 

The general course does not meet the needs of the worker. It does 
not economize his time or energy. The wage-earner is a hard-working 
man who has few spare moments. He works from 8 to 10 hours a day 
and often overtime. He often lives at a distance from his work and 
the school and loses much time in coming and going. Sickness often 
makes demands upon him. The school ought to conserve his time by 
eliminating everything not necessary to increase his efficiency. The 
long course makes it necessai'y for him to .spend an entire year or more 
at school in order to get the one thing from the course that he needs. 
Why should anyone spend an entire winter on a general course ia 
English when drill in writing is the only need of the pupil. If twenty 
minutes were spent in writing, two evenings a week, for forty-eight 
w'eeks, the total number of hours would be thirty-two. If the same 
person would take only writing he might do the equivalent work in 
sixteen two hour lessons, with much better results. Why should a 
woman who is efficient in all kinds of cookery except cake making,, 
spend an entire year taking a general course in cooking, for the sake 
of the few lessons devoted to cake making. Can you blame her if she 
feels that she can spend her time more profitably in other ways? You 
must not waste the pupil's time. You must have the goods to deliver 
which he wants and you must deliver them immediately and directly. 

The teaching methods of the long course are not based on the needs 
of the worker. The work should be taught from the stand point of 
direct and immediate values. Instruction given from the standpoint of 
deferred value means preparation for future need and deals with ab- 
stractions instead of practical application. It means preparation for 
more preparation for still more preparation. The worker is not fitted 
by experience, by mental makeup or by academic training to acquire 
knowledge by the process of continuous preparation. Moreover, he 
comes to the school for the purpose of meeting a present, not a future 
need and he will not submit to preparatory drill. 



"268 Outlines of Lessons 

The general course does not recognize proper group organization as 
a factor in eflBciency. It places the experienced and inexperienced 
side by side. Satisfactory teaching cannot be done in a class which 
is not organized on the basis of a common experience. It would be im- 
possible, for example, for an instructor to t^ach efficiently, a class in 
cooking to wliich were admitted experienced cooks and women who had 
never done any cooking, for the reason that the experiences of the 
women have been so varied that there is no sound teaching basis. The 
evening school should place in the same group only those pupils who 
have a common experience and a common need. If you wish to pre- 
serve the self-respect of the worker, you must put him into a group of 
men like himself, who have had about the same hard knocks in the 
work, about the same amount of ability, and about the same amount of 
skill on the job. 

The general course is not meeting the demands of our evening school 
pupils. A new type of course seems necessary. Men who have studied 
the situation think that the short unit course is much better adapted 
to the work in our evening schools. 

The short unit course is an intensified form of instruction which is 
intended to serve in a limited number of lessons a specific need of a 
particular group. Each unit deals with one phase of a subject and 
is complete in itself. ■ The subject matter is selected with reference to 
the need of the group and not with reference to its relation to other 
courses. For example, a general course in shop mathematics usually 
"begins with arithmetic and includes progressive series of topics, ending, 
■ probably with elementary trigonometry; and the subject matter is 
taught with reference to its general application to shopwork. The 
course admits machinists, carpenters or anyone who wants the subject. 
Under the unit system separate courses would be organized for each 
of the trades, each course designed to meet the peculiar mathematical 
need of a distinct group. For instance, the solution of triangles for 
machinists would be limited to the number of lessons required to teach 
what that particular group of machinists need to know about triangles. 
The short unit course is not a short cut to a trade. It is a device for 
effectively meeting the need of the worker already in the trade. 

The first step in organizing the short unit courses is to determine the 
needs of the community. These may be classified as general and speci- 
fic. For example, in a city where there is a large foreign population, 
there would be a general need for instruction in English; in a city 
where many women are employed in the various industries, general 
courses in cooking and sewing may be greatly in demand. The larger 
the city and the more varied the industries, the more specific will be 
the needs. The demand for experts and specialists in every line of 
work, so limits the experiences of the individual that he is often not 
capable of doing anything outside of his sphere. That is particularly 
true of the worker in the trade. When times are hard and the mill 
lays off part of its force, one of the first men to go is the one who can- 
not operate a machine other than the one on which he is employed. 
Here is a specific need. This man ought to have an opportunity to 



Institute of Teachers 269 

Ifearn to operate other machines, in order to provide himself with an- 
other job when his gives out. The industrial world does not give him 
this chance. At this point the evening school should step in and pro- 
vide the instruction. This is only one of many specific needs that may 
be found in some communities. Each city must study its own needs. 

Before any courses are formulated, considerable time should be spent 
In studying these needs. To learn the needs of the industry, the 
school should consult employers, visit the various industries, see them 
in operation and observe the conditions under which they are carried 
on. This work should be done by the director and instructors. A 
tentative course of study should be prepared, based on this analytic 
study. 

To be most efficient, the school must study the needs of the worker 
from the standpoint of both the individual and the industry. To under- 
stand the specific needs of the worker in addition to visiting the place 
of employment, conferences between prospective pupils and the in- 
structors of the school are necessary. This can be accomplished by a 
preliminary registration the first week of the school session. Each 
course should be scheduled for registration on a definite night. Ap- 
plicants for admission should be required on registering to interview 
the instructor in charge of the course they wish. In this interview, all 
desirable data should be determined in detail and every applicant 
should be required to register on a card calling for such data as the 
following: name, address, age, occupation, name and address of em- 
ployer, experif nee in trade, purposes for which work is required, pre- 
vious industrial school attendance, references as to ability to profit by 
the work desired, and any other data the school may find necessary. 
This card should be kept as a permanent record and on it should be 
entered from time to time additional data as the following: character 
and quality of pupil's work in school, time and cause of his leaving 
school; changes of employment, and ejfect of his school work upon his 
employment so far as this can be ascertained. 

When the school has determined the needs of the community it must 
begin an active advertising campaign in order to make the community 
conscious of its needs. While it is true that many mature workers 
know their needs and have enough ambition to take advantage of the 
opportunities that the evening school offers, there still remains a large 
body of workers who are indifferent to their deficiences. It is the duty 
of the evening school not only to minister to those who know their 
needs, but to awaken the slumbering mass of workers who are self- 
satisfied. 

Some one has said that thf school should take the point of view that 
it has education to sell and that if it is going to do business, it must 
adapt the methods of publicity employed by successful business con- 
cerns. 

If we are to reach any large area of the industrial world we must 
adopt aggressive methods of advertising. It is not sufficient to make a 
statement in the newspaper and school circular that certain courses are 
offered. The newspapers should be used extensively, but they must be 



270 Outlines of Lessons 

supplemented by other means. Placards and circulars printed in all 
the different languages used in the community should be posted and 
distributed in shops and clubrooms and any public places where men 
■are accustomed to congregate. The circulars should state clearly, in 
simple language, the name of the school, its location, the schedule of 
work, nature and length of courses, and groups for whom courses are 
:intended. Wherever a hearing can be obtained, lantern talks and ad- 
dresses before various social and industrial organizations on the pur- 
:P0ses of the school, should be given. The public and parochial schools 
and the moving picture entertainments should be used to every ad- 
vantage for publicity work. 

The school can get into much more sympathetic contact with the 
community if it will permit the layman to contribute. One method of 
securing the assistance and advice of practical men, is that of organiz- 
ing an advisory board for each trade taught in the school. This board 
should be made up of practical men actually engaged in the work of the 
industry and should have represented on it the employer, the foreman, 
and the employee. From time to time, it should meet with the director 
of the school and the instructors in the trade for which it was organized 
for the purpose of consultation and advice upon matters affecting the 
Interests of the work. Once or twice a year these various advisory 
boards should be brought together in a general meeting. 

The success of this«board as an agency for promoting the interests of 
the school will depend upon the ability of the school authorities to se- 
cure the right type of men as members and to discover effective ways 
and means of using their services. These men can be of great service 
in keeping the school in touch with the community and the industries, 
helping it to find out the trade needs of its pupils, assisting it to shape 
its courses of study, searching out teachers, securing proper quarters 
and equipment, giving suggestions as to effective forms of business ad- 
ministration and advertising the work of the school, obtaining the 
assistance of various organizations, and checking up the results of the 
instructors. Such services should be purely advisory and suggestive 
with no executive power. 

Great care should be exercised in selecting teachers for trade sub- 
jects. Efficient teaching of the trades requires that the knowledge to 
be imparted should be taught with reference to the workers' practical 
experience and trade interest. To do this, it is necessary that the sub- 
ject matter should be carefully selected from the standpoint of its 
practical value, and should be organized and taught as nearly as pos- 
sible, in the practical form in which it is encountered by the pupil 
To select and organize in practical form, the subject matter to be taught, 
requires a teacher who has himself, been through the practical ex- 
perience which the instruction of such classes is designed to give. 

A teacher of the trades should be master of the trade in all its phases 
and should be in good standing among his fellow craftsmen. He should 
l)e a man of good personality and in vigorous health. He should be 
experienced in handling men and should know how to teach them. 



Institute ov Teachers 271 

Unless such a teacher can be obtained, the school ought not to alUmpt 
to give trade instruction. 

The unit system increases the number of courses and therefore de- 
mands more equipment. The equipment must be sufficient both ia 
variety and quantity to enable the school to give instruction in all the 
trade processes required to meet the needs of its pupils. In order to 
get the best results, the equipment of the evening school should be of 
the same standard both us to ((uality and capacity, as that used in the 
plants engaged in comnif^rcial work of the kind for which instruction 
is being given. No instruction can be made as efficient as it ought 
to be without the proper kind of equipment. 

The unit system, if well organized, makes possible a flexible school 
program. The units may be arranged in series, alternately or in 
groups. If the demand for certain courses is large enough and the 
facilities of the school will admit, the courses could be arranged in 
parallel or be repeated. If arranged in series, it should not form 
logical gteps with promotion from course to course. Such a mt;thod 
obscures the aim of the work and neglects to consider either th-? need 
or the experience of the pupil. The organization of the unit system as 
compared to the general course is illustrated by the grouping of 1< Hers 
given below. If the letters A B C D represent progressive steps in the 
usual school course, there is only one point at which the pupil can 
enter, that is at A. If he wishes to enter at C, he must pass an ex- 
amination in A and B. Under the unit system, the pupil may enter 
at any position of A, B, C, D, for the desired instruction and still com- 
plete an entire course. 

A B (1 D 

B C D A 

C D A B 

D A B C 

The length of each course should be determined by the amount of 
time required to meet the pupil's immediate need and by the length 
of time that the school can probably hold him. 

If the work of the school is to be effective, distinction must be made 
between trade extension and trade preparatory or changing courses. 
The trade extension courses are intended for those who have h«d ex- 
perience in the trade in which the course offers instruction, and who 
wish to supplement their trade knowledge or skill with additional 
knowledge for use in the practice of their trade. Only men who are 
experienced in the trade and who \Vish this training for trade purposes, 
should be admitted to these courses. The school deceives a pupil if it 
admits him to classes which offer instruction in a trade in which he 
hfts had no experience. It impairs the efficiency of its instruction and 
endangers its standing among tradesmen. Trade-changing courses are 
designed for men who wish to change from the trade or occupation they 
now follow to some other which they believe, promises greater success, 
but in which they have had no experience or training. 



272 Outlines of Lessons 

If courses for women are to be successful, distinction must be made 
between courses for the home and the trade. A course in sewing, that 
would be adapted to home use, might entirely fail to meet the require- 
ments of trade work. Courses in home-making should be formulated 
from the standpoint of the needs and the practices of the home; trade- 
courses for women, like trade courses for men, should be organized and 
taught from the standpoint of the needs of the trade worker and the 
requirements of the industry. Instruction for women, as well as for 
men, should be organized on the basis of the purpose for which the in- 
struction is intended. 

Courses should be revised as new groups and new needs appear, and 
new groups organized to meet these needs. If enough pupils having a 
common need cannot be found to form a new group, smaller groups 
could be formed within the main group and run either in parallel or in 
series; but if that were not feasible, individual instruction could be 
given. 

The short unit course is more desirable than the long or general 
course in the evening school. It is adapted to the kind of put)il who 
comes to our evening school. It includes only what has been passed 
upon by men in the industrial world and found to be of practical value. 
The courses are taught by a practical teacher with reference to its 
adaptability to the needs of the particular group for whom the course 
is intended. The pupil is admitted to the course on trial on the basis 
of his previous practical experience, the nature of his need and his 
probable ability to profit by the work. The instruction is offered in 
units which in character of content and in length appear to the pupil, 
to be a task within his ability to complete. 

It meets the needs both of the person who wishes help on some 
particular point, but who cannot take an extended course and the 
person who wishes a complete course. The pupil can break into the 
work at the point of his need, get the help he wants and then with- 
draw; if he has other needs, to satisfy them he has only to repeat the 
process. By taking units enough he can get a well rounded training. 
The flexibility of the program works to the advantage of both the 
pupil who can attend only at irregular intervals or for one who can be 
present only for a short period of time. The time of the pupil is 
eocnomized. This is done by eliminating all unnecessary preparatory 
work and all work that does not apply to the specific topic to be taught; 
and by arranging a program that will permit the pupil to break into 
the work at the point of his greatest need. 

The short unit course provides a place for all. There are separata 
classes for the experienced and inexperienced. The principles of ap- 
perception and interest are utilized by organizing a group on the basis, 
of a common experience and a common need. 

The short unit course recognizes the limited time that the school can 
hold the pupil by organizing instruction into groups so small that the 
pupil will be able to complete the course he wishes within the time the 
school can probably hold him. Each course deals with one specific 
thing. This makes the instruction complete as far as it goes and- 



Institute of Teachers 273 

therefore most effective. By limiting the course to one specific thing 
the effort of the pupil is concentrated on one subject instead of several. 
This results in more interest, in more regular attendance, in more in- 
tensive work, and a corresponding gain in efficiency. 

Thofee courses that are intended to meet the general needs of a 
community will hold the pupils longer if offered in a series of short 
unit courses. Experience has shown that after completing one course 
the pupil is likely to return for the next one and thus remain in school 
longer than he would if the same work were laid out in one continuous 
course. 

The organization of the evening school is much more effective under 
the short unit system. "When the work is offered in the form of gen- 
eral courses, the purpose of the work is rather vague. Some consider 
it charitable, others social. The fundamental aim should be to increase 
the efficiency of the pupil in his trade or in his home. The unit course 
by determining the specific need of each group before the course is 
organized and then defining the work in terms of this need, clarifies 
the aim and gives point and purpose to the instruction. 

The evening school should constantly strive to be of greater service 
to its community. The most effective way of reaching that goal is to 
organize the work on the basis of the short unit course. 

Acknowledgments are due the following persons for material used in 
the above: Mr. W. A. O'Leary, Supt. M. N. Maclver. 



"THE SHORT-UNIT COURSE IN EVENING SCHOOLS." 

By E. B. Norris, Extension Division, The University of Wisconsin. 

This question is largely a relative matter, since the conception of 
what constitutes a short-unit course depends upon the view-point of 
the Individual. It is well, therefore, that we inquire carefully into the 
meaning of this term. A few years ago there sprang up a number of 
proprietary correspondence schools offering what, at that time, might 
have been considered short courses in technical subjects. They were 
short courses as compared with the existing methods of acquiring tech- 
nical instruction. However, they required the spare time of their 
students for several years, and the ends of such courses were so re- 
mote in the minds of the students that few of them persevered to the 
end. When the Extension Division of the state university took up 
this work some eight years ago, it was decided to offer the instruction 
in shorter units, so that the student might take up one subject at a 
time and pursue it to completion before registering for another unit. 
This offered the advantage that the student would, when he finished 
one unit, feel the encouragement of having finished a course. Instead 
of feeling discouraged by reason of the fact that he had only pro- 



274 Outlines of Lessons 

gressed a short way on a long course, he would receive inspiration 
from the fact that he had accomplished the task which he had set 
for himself and would be encouraged to set a further task and take 
up further study. This may seem like a distinction without a differ- 
ence, but when we study the minds of the men who are reached by 
such instruction as we offer in our night schools and in our Extension 
Division, we find that they are people who are accustomed to work on 
definite short tasks of which the end is not very remote. When they 
take up a study it is because they feel a definite need for certain in- 
formation in their daily work. At that time they see no farther than 
the satisfying of that need, and the course which leads further than 
that must necessarily fail in holding the interest. Likewise, the 
course which requires any considerable amount of preparation leading 
up to the subject which they want is also in danger of losing their in- 
terest before they reach the desired information. 

As this is a meeting for the exchange of experiences, I may be par- 
doned in drawing some conclusions from my own experiences in this 
work. I have mentioned that the courses offered by the Extension 
Division some eight years ago were what, at that time, we considered 
to be short-unit courses. Among these was a course in Gas Engines 
and Gas Producers consisting of 32 assignments, the assignment being 
the unit of work used in our correspondence work for one recitation 
on the part of the student. This course was a general treatment of 
the whole field of the internal combustion motor and its accessories. 
In 4 years we had enrolled possibly 50 students in this course, of 
whom not more than five or six completed this work. We knew 
that there was a great interest in the internal combustion engine and 
that something must be wrong when we failed to interest any greater 
number than this. Our study of the situation persuaded us that the 
great interest was in a brief study of the principles of operation of 
the gas engine and that a few people only would be interested in the 
more specialized phases of the field. Acting on this idea, we divided 
the course into three sections, — one giving a short treatment of the 
Principles of the Gas Engine; following this, we offered a course on 
the Gas Producer for those who might be interested in this particular 
method' of making gas for use in gas engines; this was followed by a 
course in Gas Engine Design for those interested in this phase of the 
subject. Now let us see what was the result of this division of a long 
course into three short courses. In the next few years we had about 
1000 students in the first course, which gives a general study of the 
principles of the gas engine. Of these, about 85% finished the course. 
These men got what they wanted and no more. A few, perhaps 50, 
were so situated that they (iesired a knowledge of gas producers and 
enrolled for this study after finishing the first unit. A smaller num- 
ber, some 6 or 8, were interested in the subject of gas engine design 
and also took that part. Under the former arrangement (with the 
long course) the men were either prevented from registering at all by 
the fact that the course was more than they wanted, or they became 
discouraged and lost interest after they had registered. The shorter 



Institute of Teachers 275 

units gave just as good an opportunity for those who wanted the 
complete treatise, but also offered those with a more limited interest 
the opportunity of getting just what they wanted and no more. 

Now, let us see how the principle of the short-unit course applies to 
some of the problems of the evening schools. I will take a field with 
which I am familiar and in which I know that all of the directors are 
interested, — that of reaching the men in the machinists' trade. If we 
offer a general course in Machine Tool Work, how many men will we 
get? Probably some of you know by experience. A machinist will im- 
mediately say "You can't teach me machine tool work when I am work- 
ing at it every day. That must be a course for men who don't know 
anything about it." But let us offer a course in which the men realize 
a lack of knowledge and a need of such knowledge and see how fast 
they will come. Instead of Machine Tool Work we will take up only 
one phase of it. Gear Cutting. If we offer a course in Gear Cutting, 
we find large numbers of men who admit at once that they do not 
know all about this subject and are eager to receive the instruction. 
We can even go farther to advantage. Instead of a general course in 
Gear Cutting, we can offer three courses, — Spur Gear Cutting, Bevel 
Gear Cutting, and Spiral Gear Cutting. Now what will be the result? 
A great many machinists know nothing about spur gear cutting, and 
these will come for that course. Perhaps we give them six or eight 
lessons on cutting spur gears. These men will every one of them come 
back for the next course in Bevel Gear Cutting and with them will 
come a lot more who can cut spur gears but who have never cut bevel 
gears. When we come to the subject of spiral gears, we will have 
every machinist in town. 

The psychology of this is apparent. Our courses must suggest things 
that they do not know, by picking out the short-unit topics rather than 
the general topic that they think they know. A man will not take a 
general course in Machine Tool Work in order to get a very small sec- 
tion of it which he may need. But he will take that section if it is of- 
fered as a separate course. The milling machine operator will not be 
interested in a course on The Milling Machine, but he will realize his 
deficiency and come eagerly if you offer courses in Compound Indexing 
and in Differential Indexing. The same principles can be applied to 
every phase of our night school work. 

For the guidance of those engaged in this work, there has been pre- 
pared a bulletin on the Short Unit Course by Wesley A. O'Leary and 
C. A. Prosser. This was published by the Society for the Promotion of 
Industrial Education as their Bulletin No. 17. This has recently been 
revised and enlarged in its scope and has been published by the U. S. 
Bureau of Labor Statistics, as their Bulletin No. 159. Every Director 
of Industrial Schools and Evening Schools in this state should have a 
copy of this bulletin. It can be obtained free by addressing the De- 
partment of Labor, Washington, D. C. 

To sum up, our evening school courses should immediately suggest 
a definite need on the part of the industrial worker. The courses 



276 Outlines of Lessons 

should be short and many, so that each man may pick those topics 
with which he is unfamiliar, and so that the end of a task may be 
reached quickly, thus offering encouragement to further endeavor. I 
do not believe that it is possible to go too far in the division of sub- 
jects into short units, so long as each unit is made to stand for some 
definite accomplishment which produces a feeling of satisfaction on the 
part of the student and a realization of a definite aim fulfilled. Some 
may think at first that this method would lead to superficiality. On 
the contrary it leads to thoroughness. For example, we give a course 
in Fuels and Firing. The students in this course devote 16 weeks to 
the study of this brief topic, with such thoroughness that, in one case 
at least, the instruction has produced a saving of about ?2500 per year 
in the coal bill of his employer. If this instruction had been in the 
more general subject of Steam Engineering, the instruction in firing, 
however complete, would have failed to impress this man so forcibly 
and in such a practical manner as did this single short-unit course. 
The men have not stopped their studies with this one course, but have 
followed it with other subjects, and eventually will have a far more 
effective and complete course in Steam Engineering than if they had 
started with this in view at the beginning. Further, they are all stick- 
ing to the work, while had they started on a long course at the begin- 
ning, few of them would have had the perserverance to hold out this 
long. The completion of each short-unit course causes a feeling of 
elation and satisfaction and produces an inspiration to go on that is 
lacking in the longer course. 

I take it that our evening schools are intended to reach the men 
already at work in the trades, and to give them the instruction which 
they lack to make them complete masters of their trades. Some are 
proficient in one thing, some in another. Our courses must be divided 
into as many short units as there are differences in the present train- 
ing and equipment of these men. Then, and not till then, will the 
evening schools succeed in satisfying to the fullest their function in 
the field of industrial education. 



Institute of Teachers 277 

APPRENTICES IN THE PRINTING TRADE. 

E. E. Sheldon with R. R. Donnelley & Sons Co., Chicago. 

It may be presumption for one to come to Wisconsin, with its ex- 
cellent laws so well administered, to speak to you on industrial train- 
ing. Seven years' experience inside a factory in a corporation school 
leads me to call your attention to a few things concerning the boy on 
the job. 

Illinois has no apprentice laws, in the modern sense of the term, 
hence we make an apprentice agreement with the boy and his parents 
and we find that both are anxious to make the agreement and live up 
to the terms arranged for the boy to learn a trade. While the old ap- 
prenticeship may be dead, the parents of the class of boys we select 
believe in the modern apprenticeship of earning and learning and we 
have a large number of applications for positions with the apprentice 
agreement understood as a condition. The low wages paid beginners 
is an advantage as both parties realize that the learning is more im- 
portant than the earning in the early years, if the earning is worth 
while in later yeai's. The corporation school is not in competition with 
the public school, but rather is to supplement the work of the public 
school by carrying over into the trade the help and guidance given the 
child in the school, at a time when he needs it most, to adapt him to 
new conditions and environment. There is great need of more teach- 
ers in the factories to help the beginners and I would urge all teachers 
of apprentices to visit the boys at their work and with the overseers in 
factory they will be able to help and encourage the boys at a critical 
period of their training and save many of them to the trade, who now 
leave through lack of any encouraging words when most needed. As 
supervisor my most important work is with the boys on the job, hence 
they stay on the job. We are not dealing with machines but with boys 
and somewhere we must have the human touch to make our work a 
success. 

The attitude of the workers toward the job is usually more important 
than their aptitude. Grit and courage do more to adjust one to a job 
than special ability. We allow our students, especially in high school, to 
select snap courses out of all proportion to the demands of the com- 
munity and as a result we have an abnormal supply of inefficient 
"workers in the lines of least resistance and few able to fill positions 
that call for power gained through thorough training. We must make 
a careful survey of the industries and so adjust our training that w« 
do not create an over supply of workmen in certain lines who are un- 
able to adjust themselves to business conditions and hence are unem- 
ployable a large part of the time. We must have facts concerning the 
industries and place them fairly before the young workers and lead 
them to see that they must prepare themselves to earn a living in some 
occupation where a living may be earned before they can live. Too 



278 Outlines of Lessons 

many young people believe that there is a great denaand for workers 
in many lines at large salaries. They must be taught comparative val- 
nes in different communities and learn that wages alone should not be 
the measure of any given job; for there are many elements to be con- 
sidered, or they may select a line that may be poorly paid and over- 
supplied. For girls to learn certain trades, such as carpentry or brick- 
laying where there is no demand for their services is no worse than for 
boys to enter an oversupplied market in certain lines. What the trades 
demand is better workmen, not more poorly prepared men attempting^ 
to earn a living at the trade. 

A certain kind hearted mistress gave her maid a raise from $6.00 to 
$7.00 weekly. The following Monday not hearing the accustomed 
sounds in the laundry she sought the maid and in reply to her question 
regarding the washing was told, "No. $7.00 maid ever does washing." 
Was it aptitude or attitude that had suddenly changed the point of 
view? 

Is there not danger of the same attitude in our young workers? 
There is work enough for all, but all cannot do the same work. If our 
attitude is right we shall find our job and our special aptitude for the 
work will develop so that each of us may do a share of the world's 
work and we may have joy in the doing. 

It has been said that efficiency is the difference between wealth and 
poverty, fame and obscurity, power and weakness, health and disease, 
growth and death, hope and despair. Efficiency makes kings of us all. 
What is efiiciency? Efficiency is the power of doing one's most and 
best in the shortest time and easiest way to the satisfaction of all con- 
cerned. This is what we must train our young workers to understand. 
There is no royal road, only by earnest effort can they succeed. 

One of the greatest helps in the training of young' workers is the li- 
brary. As industrial teachers we must make possible the factory library 
and train our students to use it. Carlyle has said, that man is most 
original who is able to adapt from the greatest number of sources. In 
a prining plant where the demand is constant and insistent for origi- 
nality the need for abundant reference material is evident. 

We may teach our apprentices many things of value to them in their 
trade, manufacuring books, but nothing is more valuable to them than 
the ability to use books, to be able to consult references, to collect ma- 
terial that is readily available when the customer is at hand waiting 
for a suggestion on a prospective job. 

Factory or industrial libraries may be roughly classified as recrea- 
tional and as reference. The former to entertain the employes, the lat- 
ter for their instruction. The specialized reference library in an indus- 
trial plant with the material carefully catalogued is often consulted by 
those who know how to use books and appreciate the value of reference 
material. I believe that all high school graduates, especially manual 
training students, should have a thorough course in elementary library 
science to train them to use books and to form the library habit before 
leaving school that they may be able and desire to use books to help 



Institute of Teachers 279 

them in their work. I have found that the attitude of high school grad- 
uates from the literary courses is not always as right toward work as 
graduates from the technical courses, but when once adjusted to condi- 
tions they are more versatile than the technical graduates, probably 
due to the fact that they spent time gathering material from many 
sources, while the technical students were doing one thing on a ma- 
chine. Through the medium of the library we must train our young 
workers to grow after they leave us and save the boy on a machine 
from becoming a machine. For after all, school is but a habit form- 
ing period and as teachers we must see to it that our students have 
formed the habit of training themselves before they leave us. Nowhere 
can this be done to better advantage than in the library. The major- 
ity of our students probably read enough, such as it is, but there is great 
need of further training in the kind of reading and the ability to con- 
sult and read intelligently reference material. 

A factory or industrial library must be more than a shelf of books, 
the volumes must be authoratative and in the latest editions, or the 
material will be of little value and misleading to those searching for 
information. Library material in a factory must be "scrapped" as 
often as machines unless one plans to form an historical library. 

The available material relating to printing is considerable, that of 
value would not fill a five foot shelf. Until the past month there was 
not a volume on commercial book-binding published in this country. 
(Pleger's works, authoratative.) The volumes in existence were old 
and did not relate to modern commercial binding. Compilations pre- 
pared by amateurs are of no value to those in the trade and misleading 
to those outside as the perspective is entirely wrong. 

For some reason those in the trade do not prepare the material 
needed. There is a great opportunity for the teacher who learns a 
trade to enter the field, and prepare material for industrial libraries. 
We have readers, arithmetics and spellers, almost without number, 
grammars with all the variations, but nowhere the volumes on Eco- 
nomics that make it clear to our students that time has a value, ma- 
terial costs money and that supervision is expensive; that the difference 
between the chargeable hour and the hourly rate is not all profit. Had 
we such material we might have fewer business failures. 



'280 Outlines of Lessons 



BENEFIT AND OBJECTION TO UNIT COURSES FOR NIGHT 

SCHOOL WORK. 

Oshkosh Experience. 

Assuming that unit courses are, for purposes of instruction, detach- 
able portions of the general subject, an attempt was made in Oshkosh 
during the past year to organize classes on the basis of units. No ef- 
fort was put forth to connect the unit with the general subject, but 
the full time was given to intensive study and practice on the units ar- 
ranged. 

Those classes which were formed were very successful from the stand- 
point of real service in giving instruction that appealed to the workers 
in the several industries. No work was attempted without a preliminary 
canvass to ascertain just what part of several industries would make 
use of the units. 

The following units were organized: 
Mechanical Drawing for Sheet Metal workers. 
Mechanical Drawing for Machinists. 
Architectural Drawing for Cabinet workers. 
Roof Framing for Carpenters. 
Lathe "Work in Thread Cutting for Machinists. 
Theory of Electricity and Principles of Electric Machinery, for 

mechanics. 
Tempering and Case Hardening, for iron workers. 
There were ten to eighteen enrolled in these classes and the interest 
was good throughout with an average daily attendance of 90% to 
95%. In several of the classes there was some protest at closing for 
the Xmas holidays. There will be no trouble in re-enrolling the mem- 
bers of these classes for additional units. 

One student in enrolling stated that the number of lessons offered 
for the unit he wanted gave him courage to tackle the proposition with 
some assurance of completing the work. 

The instructors for each of these several units were chosen from the 
industries involved or were teachers whose previous training involved 
experience in the trade taught. The teaching end was well cared for 
because all the instructors were chosen because of teaching ability as 
well as full information on the subject. 

"We expect to expand along these lines and put real vitality into the 
evening schools. 

L. P. Whitcomb, 
Director Industrial Education, 



Institute of Teachers 281 



Topic 23. 
SEWING FOR EVENING CLASSES. 



Marie Levenhagen, Manitowoc, Chairman. 

Ella P. Bartel, Milwaukee. 

Iva Gish, Racine. 

As most, of the girls who attend our sewing classes at Night School 
know something about sewing, we cannot take up much time teaching 
the various stitches used, but must begin at once to direct them in 
making the garments that they want to make. 

In some cases girls are willing to begin on a simple garment, such 
as a night-gown or an apron, and after being shown how to place the 
pattern correctly, may cut and put parts together, ready for fitting. 
As they advance in their work, we allow one to fit the other, showing 
them where and how to make alterations, if necessary. 

No time is given to drafting of patterns as with the varied and ever- 
changing styles of fashion, individual pattern-drafting is impracticable, 
often resulting in commonplace garments and involving useless time 
and labor. Much time is spent in teaching the correct use of commer- 
cial patterns. It is as important to know how to place patterns on the 
material correctly, and to the best advantage, as it is to be able to put 
the garment together. 

Pupils should become familiar with the different systems of marks 
used on the patterns. They should be taught to read correctly, the 
directions for cutting, and to know how to make any part of the pattern 
larger or smaller. 

Our classes in sewing have been rather large. A good many of our 
factories close early and it gives the girls a better chance to get ready 
for school. Many of the girls in our evening classes come to have 
cutting and fitting done and are not willing to complete a garment 
under the teacher's supervision. For this reason, only a few hints can 
be given as to the correct way of finishing the work begun and the 
teacher must, at another time, find an opportunity to bring up im- 
portant points. If the girls could be made to feel how much more 
satisfactory it is, both for teacher and pupils to finish a garment while 
at school, the habit of neatly finishing would soon be fixed. "Very few 
girls want to be told that they are not able to make certain garments, 
but would rather try and find this out themselves. 

To keep up the interest the teacher must show the girls simple ways 



282 Outlines of Lessons 

of making garments, study their needs and keep them informed on 'the 
prevailing styles, besides showing a personal interest in each pupil. 
Girls will work well as long as they are interested, and the teacher can 
do much to enliven their interests. Marie Levenhagen. 



SOME PROJECTS. 

1. Apron (large) 

(a) Find length from shoulder to hem of skirt. 

(b) Place pattern on material and cut. If piecing is necessary, 

show best places for it. 

(c) Baste and fit. 

(d) Stitch, either French or felled seam. 

(e) Bind neck and arm-eyes, with either finishing edge or bias 

pieces of same material. 

(f) Hem lower edge. 

(g) Buttons and button-holes. 

. 2. Apron (small) 

(a) Place pattern on material and cut. 

(b) Hem edges. 

(c) Sew on insertion or lace, if desired. 

(d) Sew on band, and tie strings if wanted. 

3. Corset-cover. 

(a) Pin pattern on length of material, and cut. 

(b) Baste and fit. 

(c) Stitch. French under arms seams and felled shoulder 

seams. 

(d) Hem fronts and peplum. 
. (e) Bind top and arm-eyes. 

(f) Gather across bottom to fit waist measure. 

(g) Sew on peplum and finish with a straight tape or with, a 

piece of cloth cut on the length of the material, 
(h) Make button holes and sew on buttons. 

4. Night gown. 

(a) Fold goods through the center, lengthwise. 

(b) Pin on pattern and cut. 

(c) Baste and stitch, French seams. 

(d) If one piece pattern is used, stitch a narrow tape along 

the seam in the curve of underarm to prevent seam 
from breaking. 

(e) Put in hem and sew on lace. 

5. Petticoat. 

(a) Find length of skirt required. 

(b) Adjust pattern, pin on goods, and cut. 



Institute of Teachers 283 

(c) Baste and fit. 

(d) Stitch, using French or felled seams. 

(e) Make placket. 

(f) Sew on band. 

(g) Mark skirt even around the bottom, 
(h) Put in the hem. 

(i) If same materials is used for flounce, hem lower edge; sew 

on insertion or edge, 
(j) Sew flounce on to skirt, having the lower edges even. 

6. Princess-slip. 

(a) Lay pattern on length of material and cut. 

(b) Baste and fit. 

(c) ?ew; French seams. 

(d) Make placket. 

(e) Cut out neck and arm-eyes. 

(f) Sew on binding and lace. 

(g) Take the length, and put in hem. 
(h) Sew on flounce. 

(i) Buttons and button-holes. 

7. Kimona. 

(a) Pin on pattern and cut, matching stripes, or in (flowered) 

goods, the up and down. 

(b) Baste shoulder seam and stitch. 

(c) Sew in the sleeve; if a flat cuff is wanted put that on. 

(d) Sew up under arm and sleeve seam in one. 

(e) Turn over lower edge of waist part, and put in piping or 

trimming. 

(f) Join to skirt part. 

(g) Take the length, and hem. 

8. House-dress. 

(a) Pin oh pattern, cutting skirt first, then waist and sleeve. 

(b) Baste seams of skirt and waist, putting in tucks or plaits. 

(c) Fit. 

(d) Stitch. Seams may be overcasted, French, felled or bound, 

depending upon the kind of material used. 

(e) Join skirt and waist, with narrow belt. 

(f) Take length, and hem. 

9. Plain Waist. 

(a) Pin pattern on material and cut. If piecing is necessary, 

show best places for it and best method. 

(b) Stitch plaits, tucks or box plaits. 

(c) Baste waist and fir, making any necessary alterations. 

(d) Stitch. 

(e) Make the sleeves and piit them in. 

(f) Put on collar and cuffs. 

(g) Sew in hooks and eyes, or, make button-holes and sew in 

battons. 



284 Outlines of Lessons 

10. Skirt. 

(a) Pin skirt pattern on goods and cut, care being taken to- 

match plaids, checks, or stripes. 

(b) Baste seams of skirt together, laying tucks or plaits. 

(c) Fit. 

(d) Stitch and press. 

(e) Make placket. 

(f) Adjust top of skirt to fit waist measure, and sew on band.. 

(g) Take the length and hem. 
(h) Final pressing of skirt. 



ORGANIZING SEWING IN NIGHT SCHOOLSt 

The assembling of teachers in city, state and national conventions 
has given us an opportunity to recite our creed and chant it in all 
keys, until the power of words is almost exhausted. With all the inter- 
changing of our plans and ideas, what two teachers in the same pro- 
fession have exactly the same conditions to meet, even the same grades 
in the same building, and yet is it so much the conditions as the in- 
structor? The way she approaches the student, her method of present- 
ing, the definite or indefinite way of explaining and showing the "do" 
and the "don'ts" and the "whys". This personal instruction has a 
direct bearing upon the individual. The tonic key in every student 
must be touched before the harmony of willingness, interest and suc- 
cess will bring forth the results the teacher is hoping for. 

In these lines we can only be suggestive, hoping they will be helpful 
and adaptable to our own circumstances. The advantages placed 
before the girl and woman help her lo become familiar and possess a 
valuable knowledge of a useful art, and it will often prove an armor 
of defense against temptation to idleness. 

Needle work is so universally and so well taught in the school that 
we often take for granted the proficiency of most of our pupils in all 
that is ordinarily known as "plain sewing", or forget that the greater- 
share of our sewing students are the failures, or family conditions ne- 
cessitate their leaving school in the lower grades, or some went to a 
school where sewing was not a part of the school corriculum. Even 
with a foundation begun in school, some consideration of the use of the 
simple stitches must not be overlooked. The girl that is an accom- 
plished plain needle girl may attempt any form of fancy needlework 
with confidence. With her seated near a beginner she will be an in- 
spiration and a demonstration of what one can become by persistent 
and persevering efforts. 

The teacher must keep an open mind and an observant eye for the 
investigation of modern tendencies. Thoughtful study has led to the 
abandonment of the old time sewing and the modern ways of finishing 
garments are mostly due to social and economic reorganization. The 



.Institute of Teachers 285 

modern teacher must see very clearly the vital connections between the 
school and the community sewing. She is often forced to yield her 
method to keep the interest and to preserve the disposition of the 
pupil. 

I don't want to underestimate the value of inside finishings. I ad- 
vocate it, but if one has only a certain amount of time to put on a 
garment give most of it to the outside. Haven't you seen some dresses 
that almost cry out in agony to be transformed? WTien a girl devel- 
opes the appreciation of rightly adjusted clothes she will have a de- 
sire to be well finished underneath. 

Every woman is feminine enough to want to create, to make some- 
thing, but each will absorb only so much as they can interpret in terms ■ 
■)f their own experience. This emphasizes the need of individual in- 
struction in order to meet the basic differentiation of the pupils ability. 

It seems to me an impossibility to have class instructions; that is, 
a systematic course to follow. What they bring to work on is a per- 
sonal need and the kinds of stitches, the designmg, finishing, the use 
of material and machine attachments can be taught as the pupil is in 
need of, for each particular garment. 

When I am helping a student with a garment and I know the work 
is what the class as a whole should know, we all stop and watch the 
method, and taking the different garments this way, at the end of the 
year they have followed almost an outlined course without anything be- 
ing compulsory. 

Each pupil is allowed to make what she wishes. I find most of them 
quite reluctant in attempting the more difficult sewing and they need 
encouragement. 

The practical dressmaker is not one who has gained her knowl- 
edge of sewing from a domestic arts course, or she would be a teacher, 
not a sewer. Her ability is the outcome of putting together what she 
has learned from experience, from watching others, correlated with 
her own sense of harmony and the artistic. 

The movement for training people to self-dependence is being sus- 
tained by the growing demand of night schools and as teachers we are 
pointed to as a means of safeguard against their losing interest and to 
propagate their enthusiasm. The problem for helping a girl to prepare 
herself for a successful career is a delicate and difficult one. 

Our greatest need in evening sewing classes is more teachers, not 
pupils. Can one person care for twenty people without at the end of the 
.session feeling that some one has been neglected? These repetitions, 
which are inevitable, when twenty different things are in progress, are 
sure to circulate criticism either against the teacher, or the school. 
Our sessions are two hours long, that means six minutes to each indi- 
vidual. Sufficient? No. What can be accomplished in that time, and 
yet you hear men say, "why is the sewing class decreasing?" Are these 
same men satisfied with a suit of clothes fitted in six minutes? Even 
a ready made suit? 

Would it be expedient to limit the number where more teachers 



286 Outlines of Lessons 

cannot be obtained from lack of finance, and organize a new class every 
two and one-half months? I believe they would get more good sewing 
principles than to be overcrowded. Then let the Spring session be 
open to all and perhaps the Board would allow us help. They do not 
need to be professional teachers, but good assistants. 

We all know some of the discouraging results from using store pat- 
terns. To overcome this difficulty I suggested to the class to use 
drafted patterns, such as my day pupils use. This eliminated the task 
of putting together and the readjusting, and the wasted time. Do you 
know the dratted patterns have proved so successful that I very seldom 
see a store pattern in the work room. Mothers even bring theid chil- 
dren to be measured. The profits from these patterns are used as a 
contingent fund for the day pupils and the drafting furnishes practice 
work for them. They would much rather draft patterns for living 
models than just for experience, and it is such a help to have perfect 
fitting patterns. Some one says, "That does not teach one how to 
alter patterns." To the contrary, it is much easier to teach the alter- 
ations when the pupil has learned what perfect fitting clothes are by 
the use of drafted patterns. She then knows just where the altera- 
tions should be made, the drafted pattern serving as a model to go by. 
A great mistake is often made by insisting upon perfect work, thus 
the need of many times ripping out for an amateur. Don't keep a girl 
on a piece too long, she grows tired of it and everything else that 
means sewing. Her desire and ambition has been shattered and the 
impossible looms up before her when you suggest that she should 
make her own clothes. 

We have all experienced the joy of success, we with strong initia- 
tive and capable, can't we afford to sacrifice a little of our sewing 
methods just to see the joy expressed over her first made garment and 
the enthusiasm increase as she improves little by little. Just let the 
helping go on quietly and encouragingly, she will be a wonderful as- 
set to your school. 

The question has been raised, "Are we a vocational school?" Be- 
cause most of the people attending the school are training for home 
efficiency. Is it possible for the trades people to serve all of the 
public, and from the varied finances of families, is it possible for all 
the public to be served by the trades people? Many families have been 
thrown into destitution just because the wife was never taught or 
never had an op'portunity to learn how to take care of her portion of the 
house. 

The unwise judgment in buying materials, millinery and eatables, in 
a few years would accumulate to a surprising amount. 

Surely we are teaching these people a vocation, a trade, if they can 
regulate their home obligations better than they could before they 
came to us. We are showing them how to be self-maintaining and 
raising their standard of home life. 

Scientific organization will simplify the duties of a housekeeper and 
bring her work to the highest perfection with a minimum of effort and: 
expenditure. 



Institute of Teachers 287 

A group of people can only prosper, increase and grow powerful when 
they are able to distinguish between the good and bad, right and wrong. 

Not only are these schools helping the student, but they are also a 
benefit to the merchant, for the classes will acquire a keener apprecia- 
titon for what the merchant is offering the public. Their selection of 
the things they buy will be better and they will show more 'consideration 
and respect for the labor of others. 

Someone says, "What is time when power is being gained?" Time, 
to the class of people attending the night school, is money. Why do 
people attend sewing school? Several reasons, some come because 
they have no machines, others because they cannot afford the help of a 
day seamstress, or that dressmakers are few or too busy, and some come 
to really learn how, others for a social gathering. After all, they 
come to make all they can in the best, easiest and quickest way. With 
these things in mind and the standard of the school to maintain the 
instructors have many personal problems to solve that no one but her- 
self can understand and appreciate. 

Have you ever been asked. Why do some quit? It isn't always the 
wish of the student to stop but finances demands it, she can't afford 
to buy material just to learn on and the school can't afford to supply 
it as it does in the cooking department. Then from necessity she 
will begin after an intermission, these students would lose by or- 
ganized work. 

I believe some time should be given to discuss materials, suitability, 
durability, the care of clothes, the proper wardrobe for the working girl 
and how to get the most out of a certain percent of their salary. But 
how can all of this be done when the time is consumed in explaining 
the use of the pattern and fittings? 

Sewing should be instrumental in increasing self-respect and a de- 
sire to look well, how to dress neatly and appropriately. Home made 
clothes are no longer a reproach. "Home made" applied to garments 
should give as much pleasurable prestige, as the term applied to pies. 

The most important thing in a course of study, is the girl herself 
and it is our hope to make that girl the very best possible, first a true 
woman, then developing the requisite for a successful, helpful career, 
to herself and others. Each is a part of the whole, and we are so 
bound together as a people that what we do for ourselves, we do for 
others. 

IVA GiSH. 



288 Outlines of Lessons 



HOW TO ORGANIZE SEWING IN THE NIGHT SCHOOLS. 

Before attempting to offer any suggestions on the organization of 
night sewing, I first must take into consideration the difficulties whicli 
have come to me as a teacher of night sewing. 

In classifying the evening pupils in sewing I have found them to 
come under one of three classes: First, those who really wish to learn 
all about sewing and are willing to begin on the most simple work 
and finish it while under the direction of the teacher — and I hope I am 
right in saying that these are in the majority. 

Secondly, those who consider the school a convenient place to have 
cutting and fitting done and have any member of the family finish the 
work at home without any further school work, so as to be able to 
bring a new garment each evening and get more than their share of 
the teacher's time. These same pupils in many cases have the gar- 
ment cut before coming, and more often by a pattern that needed al- 
teration; so the garment is taken to school to find out where and how 
to fix it. 

Then there are the ones who want to make just the most elaborate 
gowns that are in fashion whether their preparation for this partlco* 
lar work has been limited or not, but with a view to the teacher doing 
the greater part of the work. 

I do not think that the course planned might be of such a nature 
as to interest and help each of these three classes at all times and 
under all conditions, providing the classification is made in accordance 
with the demands of this course. For instance, if the work in the ele- 
mentary sewing is made so that each garment selected, no matter how 
simple it be, is made pretty and attractive, the girls will be willing to 
spend much time on this particular work. Pretty garments do not nec- 
essarily mean impracticable garments. 

The promotion card given at the end of the first year's work should 
indicate in full the work done for that entire year. In this way the 
classification for the succeeding year will not be so difficult, as the 
same method might be applied to each following year. 

I have found that the aid of our style books, such as the 'Togue" 
and "Elite" were of great assistance in holding the girls to good style 
rather than trashy, gaudy clothes, which are so often shown in the 
"ready to wear garments," as after their attention had been called to 
these books, they would frequently of their own volition select simple 
lined garments in preference to those of more elaborate design, and I 
do think that a simple gown with good lines is always better style than 
the overly decorated garment. 

The majority of the girls I have had in night classes have to be led 
gently into doing detail work in sewing, but after they have finished 
one garment well they are in some cases only too willing to begin an- 
other of the same type, and here I believe interest is killed in many 



Institute of Teachers 289 

cases before they have gotten a good start by not making garments that 
are in the season's fashion. For instance, when drop shoulders, kimo- 
na sleeves or plain shoulders are in style, to attempt to have large 
gathered topped sleeves, just because they are a good problem, is surely 
a fatal mistake and will prove a hard blow to the best regulated class. 
For that reason I think style books the best aid. to the teacher in night 
sewing. They are inexpensive and change as the seasons change. 

The teacher, of course, to make the best use of them, must have 
adaptability, by means of which she will be able to inject a wholesome 
problem into the making of any garment, even though it be entirely 
up-to-date and pretty. As a former pupil of mine, whom I recently 
met, told me she had just finished a blouse, and it was beautifully done. 
Her teacher demanded so fine a finish on the wrong side that it might 
be with propriety worn inside out, but she lamented that she never 
could wear it at all, as it was a hopeless misfit as well as being ii; t!i." 
style of several years ago, although no doubt it was an excellent prob- 
lem. Something of the esthetic dwells in everyone even though it be 
dormant or seemingly so. 

I believe the purpose in teaching night sewing should be two-fold: 
First, we should consider the economic side and try to help the girls 
of limited means to become better homemakers as well as practical 
dressmakers in their own families. Secondly, from the commercial 
side, helping those w-ho wish to sell their labor or the finished product 
of that labor. 1 do not think that night sewing classes should degen- 
erate into tea parties or social sewing circles, as our aim should be 
entirely serious. 

In conclrsion I would sum up — To organize sewing in night school — 
first, classify pupils, and do this as nearly as possible in conformity 
with the other organizations doing like w-ork. Second, give cards at 
the close of each year showing the actual work done and advance made 
during that year. Third, make suitable and attractive garments in 
prevailing modes. 

Mrs. Ella Bartel. 

19—1. T. 



290 Outlines of Lessons 

SEWING FOR EVENING CLASSES. 
Marie Levenhagen. 

The work suggested in my outline might be made a course in sewing 
to be covered in twenty lessons. 

Each girl ought to make several under garments first, in order to 
learn the different seams and stitches. We have found that many 
pupils bring in work that is too difficult for them and although much 
time is spent in explaining the various steps to be followed, the result 
is not satisfactory. 

Girls who bring in a number of different garments in one evening and 
want to have one or two fitted, perhaps some suggestions as to trim- 
mings on a third, take up too much of the teacher's time. They should 
be made to understand the truth of the old saying, "Hurry not only 
spoils work, but spoils life also." If we could get our pupils to com- 
plete each garment under our supervision, the work might be made 
far more systematic, and time would be saved. I should be glad to 
hear the experience of other teachers regarding this matter. Do you 
insist on seeing a garment finished by your pupils? 

In the discussion that followed this question, it was very evident 
that no garments were completed in the class or under the teacher's 
supervision. This was done in the day schools, but the girls who came 
to the evening classes demand a certain amount of help and then wish 
to finish each piece of work whenever she can. The teacher's were 
agreed that they could hardly be held responsible for the appearance of 
the finished garment, and could only hope that the girls would carry 
out the suggestions made by the teacher as to the manner in which it 
ought to be done. 

In some cases a girl will bring in a garment that she has begun at 
home and is unable to go on with. She may have cut it wrong and 
consequently is unable to make it fit. She comes to sphool to learn 
where she has made her mistake and how to remedy it, without making 
the garment over. Oftentimes it is almost impossible to correct the 
mistakes made and I have known of instances where the teacher's 
ability is questioned. Is it advisable to encourage such work? 

In our school we have charged no admission to the night classes; but 
I feel that if each pupil was requested to deposit a certain sum,, even 
though the total enrollment might not be so large, our attendance woulld 
be more regular, and girls would not simply come a few times before 
Christmas to have a dress made and then stay away until it was time 
to begin a new one. 

Very often we find girls bringing in ready-made garments to be al- 
tered, their object being, as they frankly state "to save the cost of 
alterations." It seems to me that the actual benefit those girls derive 
from such work is very small in comparison, with the amount of time 
a teacher must of necessity give to a task of that k^nd. Shall we en- 



Institute of Teachers 291 

courage the girls in bringing in such work, or shall we let them feel 
that a teacher can hardly take the time just to do fitting? 

In answer to this question, someone suggested that it was well to 
try to help the girls in every possible way, even if they came only to 
have the teacher make the necessary alterations on a ready-to-wear 
garment. One teacher mentioned that very often a girl who came to 
school for this purpose had an opportunity to see the work done In the 
various classes, became interested and came back to school to do other 
sewing, often bringing with her friends who were not familiar with the- 
work done by the girls in the evening school. 

Anyone who has done work in evening classes, knows how much is 
expected of the teacher. She must furnish patterns, discuss styles, give 
suggestions as to materials, color, etc., of the dress to be made, help cut 
and fit, look after machines, as well as many other details. 

Knowing all this, it seems hardly fair to make any criticism, but I 
will only make a suggestion. Never hesitate in telling a pupil to undo 
a piece of work that is not satisfactory, letting her off with "Next time 
you have to do that differently," You are allowing that girl to form 
slovenly habits, whereas if she were made to correct her mistake then 
and there*, the same task would be done correctly when attempted the 
second time. 

Let us not forget however, that our big problem is how to give the 
girls who come to us, the things that will be of the greatest value to 
them in later life. Many of them are getting an education under dif- 
ficulties. They come to us after a day's work in stores, factories and 
private homes of our cities, and are tired both physically and mentally. 
Many need a word of encouragement and although a teacher's patience 
may often have reached its limit, she will do her utmost to give her 
pupils all the suggestions necessary to get the best results. 



292 .,..,,, Outlines op Lessons 



Topic 24. 

SUBJECT, SHOW CARD WRITmG. 

H. L. Post Appleton, Chairman. 

Wm. W. Dixon, Eau Claire. 

C. C. Hayward, Stevens Point. 

The business of the show cai'd is to sell goods. It is a most important 
branch of advertising. To be effective a show card must be well and 
attractively done, well worded and to tell its story in as short a space 
of time as possible; possibly through only the fleeting glance of the 
passerby; must have some quality which attracts his attention and 
arouses his interest enough to investigate farther. 

It is the silent salesman that must have in its composition and con- 
struction some of the elements of scientific salesmanship. 

It is not only the art of artistic manipulation of brushes and colors 
that must be drilled into the pupil but the elements of salesmanship in 
combination with them. Possibly the two greatest duties of the show 
card are attracting attention and arousing interest. 

The show card more than anything else can appeal to the senses if 
cleverly constructed. 

To successfully teach the pupil in the course of from twelve to eigh- 
teen lessons and give him a solid foundation for future work, I begin the 
instruction in wording and lay out in the first lesson. It makes the 
work more interesting for the pupil and by the time he has acquired 
some skill in the manipulation of the brush and pen, he also has. an 
idea of how the sign should be built. 

Lesson I. 

The different tools and their uses are explained. The rule — T. 
Square — pencils and inks, etc. Proper position is shown 
of person to desk, inks, etc. Proper care of brushes and pens 
are explained. The rest of the first lesson is taken up with 
demonstrations and practice by the student of elementary ex- 
ercises. 

Lesson II. 

Fifteen minute lecture and demonstration of the use of the show 
card in selling. Proper wording of the sign. Fifteen minute 
blackboard or scrap paper exercise by student in elimination 
and bringing our important word features of the show card — 



Institute of Teachers 293 

student writing in long hand or lettering the best he can — bal- 
ance of time used in elementary exercise. The elementary ex- 
ercise must be acquired befor the student is permitted to pro- 
ceed. 

Lesson III. 

By this time the student is ready for exercise in simple block 
letters. Fifteen minute lecture on importance of this founda- 
tion alphabet and spacing between letters. Ten minute black- 
board exercise in block sign composition. Balance of period 
devoted to practice of block alphabet. 

Lessin IV. 

Fifteen minute lecture on system of laying out of sign — students 
are given copy and required to go to the board and lay out 
signs using this system. Many signs to each student may be 
given in this space of time and under personal direction he 
gradually grasps the idea. Student is given simple copy and 
the balance of the period he is asked to use brush and paint 
and lay out sign using principles given in instruction. 

Lesson V. 

Entire period is given up to lecture on show cards and their rela- 
tion to salesmanship with demonstrations of good and bad 
cards. Special attention is given to signs for the different 
seasons and for special occasions. 

Lesson VI. 

Students are given only actual conditions of sales. 

Example: "We are going to have a sale of blankets. We bought 
these at a discount of fifty per cent because of manufacturers 
overstock. They usually sell for $1..50. We are going to put 
them on sale Wednesday for $.75; almost before snow flies. 
They are big, heavy and made of the best yarn." 

Student is required to put this in sign shape and sketch it out in 
pencil on scrap paper. When critizised, he transfers it to large 
sign and paints with the brush. Entire period taken up with 
exercise. This teaches the pupil to originate ideas in making 
up his own copy or throwing him upon his own rescources, 
after placing him in just the same position he would be in if 
he were confronted with such a problem. 

Lesson VII. 

Lesson VI repeated, paying particular attention to lettering. 

Lesson VIII. 

Introducing the Soennecken Pen. Lecture and demonstration on 
the possibility of the Soennecken Pen in lettering. Balance of 
period taken up with elementary exercises with pen. 



294 Outlines of Lessons 

Lesson IX. 

Practice on small signs and price tickets with pen. Entire period 
taken up with this. 

Lesson X. 

Forty-five minute lecture on color mixing, color making and color 
combination. Have students copy color combination chart for 
future reference. Fifteen minute lecture on shading. Stu- 
dents are given light shading paint and required to shade old 
practice work. Balance of period devoted to this work. 

Lesson XI. 

Demonstration and work by students in Spatter work, Dry Color 
work, used in combination with brush and pen with black 

lettering shaded with color. 

Lesson XII. 

Last lesson. Lecture on making of large signs, cloth banners, use 
of flax, glitter and diamond dust. Preparation by student of 
exhibition work. The student by this time has a very good 
idea of the work and has a good foundation to work on be- 
cause most of his work has been founded upon his own ideas 
and inspirations and not upon the instructors. I do not pay 
much attention to teaching alphabets; only the first simple 
block alphabet, being the foundation of all alphabets; being 
essential. He can work on any alphabet or originate his own 
by keeping all letter characteristics uniform or referring to 
any plate of alphabets. Twelve lessons are a short period and 
if the course is continued the student is able to execute some 
very pleasing and beautiful work. 

Demonstration of first and last plates showing progress of students 
in twelve lessons. 



RELATION OF INDUSTRIAL COMMISSION TO INDUSTRIAL 
EDUCATION. 

By C. H. Crownhart. Chairman Wisconsin Industrial Commission. 

You who are in charge of industrial education, aim to make the 
youth more fit to become a wage worker. You seek to make him think 
about his work — to use his brain as well as his brawm, or rather, to 
use his brains with his brawn, to make his place in the sun. You wish 
the young man to be prepared for promotion. From a common work- 
man yoti want to see him rise successfully, to foreman, superintendent, 
and owner of the plant. This is your ideal. And through it all you 
want to promote efliciencj' in the industry itself. 

We of the Industrial commission are by law your assistants in the en- 
terprise. Primarily you fit the boy for the job and we fit the job for 



Institute of Teachers 295 

the boy. But incidentally our work shades in on common ground. Fre- 
quently we will be working hand in hand. You lit the boy for the job. 
Through our free employment offices we will help you and him to get 
the job. Through the apprenticeship law we will try to find him a 
place where he may earn and learn at the same time. Through the 
minimum wage law we will assist the boy to get a living wage. We 
go farther and follow him in his work. We must see that his place of 
employment is safe; that the tools of his trade are fit; that the air is 
free from unnecessary fumes, dust or gases; that the rooms ar*^ heated 
and lighted and adequately ventilated. The boiler, the elevator, and 
the means of egress in cases of fire are inspected for safety. And when 
all this is done, if the boy is injured in the course of employment he 
is provided a physician to heal his hurt; a hospital is open for him 
when needed, and a nurse waits upon him. He has compensation based 
on 65';; of his wage during his disability. All this is to be provided at 
the expense of the employing industry. Should this boy have difficulty 
with his employer, the commission may offer its services as arbitrator; 
or it may investigate the facts and make a public report. 

It will be seen that the relations of the industrial education authori- 
ties and those of the Industrial commission are fairly intimate and 
closely associated. You will stand close to the boy; you will meet him 
face to face; you may render him a great service in assisting him in 
choosing a vocation. It will be your province to dignify the labor of 
the boy of the overalls and the dinner pail. You will awaken his ambi- 
tion to succeed in simple tasks until he is promoted for greater work. 
You will teach him citizenship and his part in government. You will 
try to make him clean of limb and mind, — a fit subject of a great coun- 
try. 

Appreiiticeshii) Law, 

As incidental to this work, the legislature of 1911 passed an appren- 
ticeship law, as a companion piece of legislation to the industrial edu- 
cational act. The act has largely failed of its purpose because it is not 
sufficiently elastic. It does not fully meet trade conditions. A pro- 
posed amendment to the law aims to meet the need of industry for 
trained workmen and the need of boys and girls for industrial train- 
ing. 

The bane of most child labor is its blind alley character. Most 
children who enter employment at 14, enter and remain in unskilled oc- 
cupations. The wages at first may be fairly high for children but the 
maximum is soon reached. In a majority of cases, the young man who 
begins work at 14 earns no more at 20 than he did at 16. In most cases 
children's employments are lacking in educative value. They offer few 
opportunities for industrial advancement. There is obvious need, there- 
fore, for a system of industrial education which will supply the train- 
ing that the industries themselves fail to give. 

Modern industry calls for two types of training, — general and spe- 
cialized. In certain trades, highly specialized skill is essential to pro- 



296 Outlines of Lessons 

ficiency. In most employments, however, the demand is for general in- 
dustrial intelligence and adaptability. The specific task to be performed 
is simple and can be quickly learned. What is needed is the ability to 
turn readily from one special machine or one special task to another, 
plus the general intelligence required to catch on quickly to the re- 
quirements of each job. 

Experience has shown that this need for general industrial training 
can be well met by the continuation, or industrial, school. The appren- 
ticeship law is designed to meet the demand for more specialized train- 
ing. 

The old apprenticeship system, whereby the employer trained his 
own workmen, has broken down under the stress of modern industrial 
conditions. There are barely 500 indentured apprentices in this state 
as, against 87,326 journeymen in the skilled trades. There should be 
about one apprentice to from five to seven journeymen, or 11,000 to 
17,000 apprentices. Doubtless there are many apprentices not formally 
indentured, who are receiving more or less instruction. A majority of 
young men, however, who enter the skilled occupations, have to pick up 
their trade as best they can without any special instruction. To a 
large extent, too, skilled trades are recruited by European immigration. 
No one of these sources of supply, nor all of them together, fully meet 
the problem. The situation is unsatisfactory to employers and to work- 
men alike. 

The apprenticeship law of 1911 attempted to supply a remedy. But the 
law was too rigidly drawn. It did not allow sufficiently for differences 
in different lines of industry. It provided no adequate administrative 
machinery. For these reasons, the law proved a comparative failure. 
To remedy its defects, a joint committee of employers and workmen 
was created. The committee spent much time and thought upon the 
subject and formulated a bill which is the basis of the present pro- 
posed amendment. 

The proposed law is drawn on broad lines. It directs that every 
young man or woman employed with the understanding that he or she 
is to be taught a trade, shall be indentured as an apprentice. It gives 
the Industrial commission power to prescribe regulations for the sev- 
eral trades, governing the term of apprenticeship, the processes to be 
taught, the course of school study and other conditions. 

Apprenticeship is an industrial problem in that it aims at training 
for specific vocations. The conditions to be met vary from one indus- 
try to another. In some lines of work, as in building carpentry, it may 
be requisite to teach the whole trade to each apprentice. In other lines, 
e. g., engraving, it may be neither desirable nor practicable to teach 
all the branches of the trade. In a machine shop, it may be feasible 
to specify the different processes which are to be taught and the approx- 
imate time to be spent on each. In the building trades, no such regu- 
larity of progression is possible. The length of time required to master 
one trade may be several years, whereas a single year may suffice for 



Institute of Teachers 297 

another. Evidently these and the like questions are questions of fact 
which can only be determined by careful investigation in each case. 
The committee apparently felt that the Industrial commission, because 
of its close contact with industry, is in a better position to work out 
these problems than are the school authorities. The problem is largely 
a labor problem. It will take time to develop a system and to frame a 
good law. 

Whoever administers an apprenticeship law must have large author- 
ity to map out a program, to make different rules applicable to differ- 
ent industries, and to secure the services of experts to aid in the ad- 
ministration of the law. Joint committees of employers and workmen 
should be formed for the several trades. Rules must be drawn up to 
fit the conditions of each industry. In this way there may be worked 
out a system of apprenticeship suitable to modern industrial conditions. 

If the proposed law is to be successful, the commission will need 
the interested co-operation of employers, workmen and the schools. Em- 
ployers must be convinced that the new apprenticeship actually does 
train workmen. Some are already convinced; others will have to be 
persuaded by actual results. Boys and their parents must be persuaded 
that the advantage of industrial training will more than offset the tem- 
porary loss of child wages. It is right here that the public and con- 
tinuation schools can do much for the success of apprenticeship. Many 
children now enter blind alley employments because they are ignorant 
of other opportunities, and because they have no one wiser or more 
far-sighted than themselves to counsel with. Vocational guidance for 
children means co-operation between the school authorities and juven- 
ile employment agencies. The vocational adviser should know tlie in- 
dustrial opportunities of the community and should be able to direct 
children to such openings as exist. 

It will also devolve upon the school men primarily to work out a 
curriculum adaptable to the needs of apprentices. Evidently, appren- 
tices cannot put in the general classes along with continuation school 
children between 14 and 16. It will be necessary to establish special 
apprenticeship schools or apprenticeship classes. Three classes must 
progress from year to year during the term of apprenticeship. The 
course must be planned with reference to the specific trade. What is 
best fitted for the plumber's apprentice will not meet the needs of the 
printer or the pattern maker. Account must be taken as well of the 
individual, as previous education and his natural aptitudes. The high 
school graduate cannot be placed on a parallel with the boy who has 
only a common school education. The curriculum must not only be 
valuable in itself, but must be such as will appeal to the apprentice 
and to his employer, as practical and worth while. All of this is a 
large task. But the commission has every ceonfidence that the indus- 
trial school men will be able to solve it. 

Wisconsin has been a pioneer in the movement for industrial educa- 
tion. The new apprenticeship law is a more advanced step than has 



298 Outlines of Lessons 

yet been taken by any other state. Therein it offers an opportunity to 
all who are concerned in its administration, to render a signal service 
to this commonwealth and to the country as a whole. 

Where tried, this system has received the approval of both capital 
and labor. In Germany the trades' unions are its staunch supporters. 
Manufacturers take pride in the local trade education. They compete 
with each other in contributions to its support. The Wisconsin ap- 
prentice law, it is hoped, with help to bring us similar conditions. Its 
aim is to shape the apprentices' contract so that it will again be what it 
formerly was — a benefit to both parties concerned and a burden upon 
neither. 

The Minimum AVage Law. 

Nothing more has been done with the minimum wage law than to 
investigate the facts necessary to a decision. Two things have pre- 
vented an early determination by the commission. We have had for 
the past two years abnormal working conditions, making it very difficult 
to establish a fair minimum wage. Oregon, which established such a 
wage under its law passed at the same time as ours, is having its laws 
tested in the courts. It was sustained in the state court but was ap- 
pealed to the Supreme Court of the United States and argued there 
December 19th last. If the Oregon law is upheld, undoubtedly our 
law will be, but if the Oregon law is declared unconstitutional, the 
same rule will probably apply to the Wisconsin law. We feel that it is 
wise to await the outcome of the Oregon case. 

The minimum wage law is especially interesting to you because of 
its provisions making apprenticeship practically compulsory, for minors 
in a trade industry, and requiring attendance at continuation schools 
for other minors. 

We will have to use a good deal of patience in working out a proper 
administration of these new laws which so vitally affect industrial con- 
ditions. We must remember that we are beginners; that we do not 
know very much about the subject in hand, and that we must learn 
by experience. It is well to have a vision, and to let our hopes soar, 
but we must keep our feet on the ground. 



Institute of Teachers 299 



Topic 25. 

THE STATIONARY ENGINEER AND THE CONTINUTION 

SCHOOL. 



Robt. B. Otis, Milwaukee, Chairman. 

J. C. Childs, Racine. 

W. E. Clark, Oshkosh. 

Engineering, with all its manifold branches and applications, offers 
a most inviting field of usefulness to the Continuation School. Of these 
various branches, that of Steam Engineering is the oldest and prob- 
ably the one of greatest commercial importance to the World today. 
Only when we stop to consider how very dependent are we upon the 
central power station for our light, power and street-car service, and 
upon our steam railways and ships for transportation, do we begin to 
comprehend what a very important service to mankind steam engineer- 
ing is rendering. 

An industry of such importance requires the services of a large army 
of men. Many are engaged in the manufacture of steam machinery, 
equipment and accessories, while many others are engaged in the actual 
production of power. Of the class of men available for instruction and 
interested in steam engineering, we are not necessarily limited to 
stationary engineers and those directly connected with steam plant 
work. On the contrary, a very considerable proportion of a class in 
steam engineering will be found to be made up of those engaged in 
the manufacturing end of the industry. 

In any community an exceedingly small portion of its workers will 
be found engaged as steam engineer.s, whereas the number of men en- 
gaged in the manufacture of steam equipment may run into the hun- 
dreds or thousands. Such men, by reason of their environment and the 
nature of their work, often become deeply interested in steam engineer- 
ing and soon find themselves cherishing the ambition of becoming an 
operating engineer. Statistics show that a large majority of our 
stationary engineers of the day are recruited from the ranks of skilled 
mechanics. Having such a large class of men to draw upon, it becomes 
possible to successfully organize a steam engineering class in almost 
any manufacturing community even though the number of operating 
engineers employed there may be very small. 

As to the preparedness and training of those applying for admission 
to the steam engineering classes, there is little choice between the 
skilled mechanic and the operating engineer. Neither has seldom 



oOO Outlines of Lessons 

passed beyond the seventh grade of the public school. This is not 
saying, however, that such a man is on a par with the seventh grader 
in educational attainments. It will be found that many such men 
after years of practical experience, home study and contact with men, 
have acquired a very broad general education. Few, and very few, 
however, could take rank beyond the eighth grade pupil in English 
composition and mathematics. Deficiency in these two branches of 
learning undoubtedly constitutes one of the most serious obstacles to 
the advancement of the industrial worker of the present day. Seldom, 
if ever, is a man found who can express his ideas in a clear, under- 
standable manner. In reply to a question which might be answered in 
a few words, a man will frequently talk for several minutes and then 
will not have answered the question — this in many cases where it is 
quite evident that he has the necessary knowledge, but simply is un- 
able to give proper expression to his ideas. The man working in the 
power plant or shop becomes accustomed to slack, slip-shod methods 
of speech. He takes it for granted that his ideas will be correctly 
understood even though he does not so express himself. 

Mathematics appeals to the average man much more than does Eng- 
lish. At an early period of his industrial carreer he learns that 
"figures don't lie," that they are exacting and must be used with care 
and thought if results are to be obtained. His daily work soon teaches 
him that he must know how to use figures and be able to use them 
with accuracy if he is to succeed in his work. 

Of those applying for instruction each year, there are always some 
who are so deficient in mathematics as to make it impossible for them 
to undertake the work with any degree of success. For the purpose of 
detecting all such men, an entrance examination is given at the begin- 
ning of each term. These examinations are of a rhost elementary 
character, embracing only the simplest of problems. Those who fail 
to pass this preliminary test are assigned to special classes in engineer- 
ing mathematics. Here they are given such instruction as will enable 
them to enter the regular classes in steam engineering at a later date. 
These men are oftentimes very much chagrined and embarrassed by 
their failure to pass the entrance examination. They will frequently 
try to beg off on the plea that they are simply a little rusty and can 
readily "brush up" by a little effort at home. Experience has not 
shown, however, that it is a wise policy to let such men enter the 
regular class. Progress and results must justify all teaching, and to 
such men as cannot make headway, a grave injustice is done where 
they are knowingly allowed to join a class. If permitted to go on, they 
will gradually become discouraged and finally drop out, leaving the 
school with a wrong impression of its aims and purposes. A frank, 
personal talk at the beginning of the course will do much to clear up 
such misunderstandings. 

It would not be well, however, to make the entrance test too exact- 
ing or to make it too rigid in its application. Some of the men are 
past the middle age in life and no longer possess the optimism, energy 
and enthusiasm which go with youth. Such men demand short unit 



Institute of Teachers 301 

courses, omitting details and covering only the fundamentals of a sub- 
ject. With the younger class of men, ranging in age from 20 to 30, 
there is usually sufficient ambition and energy still remaining to 
justify some little preparatory work. In any case, such work should 
be given with the idea of brevity and covering only such essentials as 
will be applicable to the man's every day needs. 
• The course in Steam Engineering, as at present given, is made up of 
six unit courses of eighteen weeks each. Two years' time is required 
to complete all six courses. Each course is complete in itself and can 
be taken independently of the others, provided, of course, that the 
student is competent to carry on the work. Below is given a schedule 
of the courses together with the required hours of attendance in each; 

course. 

Name Character Attendance Time 

Steam Boilers Lectures 2 evenings per wk. — 1st term — 1st year 

Steam Boilers Laboratory 1 evening per wk. — 2nd term — 1st year 

Steam Engines Lectures 2 evenings per wk. — 2nd term — 1st year 

Steam Engines Laboratory 1 evening per wk. — 1st term — 2nd year 

Power Plants Lectures 2 evenings per wk. — 1st term — 2nd year 

Power Plants Laboratory 1 evening per wk. — 2nd term — 2nd year 

It will be noted that the courses follow in a logical order and that 
the laboratory work in each subject is given only after the lecture work 
in that particular subject has been completed. By this arrangement of 
work, much valuable time is saved in the laboratory and a student 
can undertake a test or experiment with some knowledge and under- 
standing of what results are to be expected. 

All courses are given in accordance with printed outlines, some of 
which are given below. 



OUTLINE OF COURSE IN STEAM BOILERS. 
Lectures and Recitations. Two Nights per Week. 

Heat: 

a. General observations. 

b. Nature and modern theory. 

c. Conservation of energy. 

d. Effects and general characteristics. 

e. Sources: 

1. Physical 

2. Chemical 

3. Mechanical 

f. Kinds: 

1. Sensible 

2. Latent 



302 Outlines op Lessons 

g. Temperature: 

1. Theory 

2. Thermometers 

3. Absolute zero 

4. Applications and problems 
h. Expansion: 

1. Metais 

2. Liquids 
3 Gases 

4. Applications and problems 
i. Transmission: 

1. Radiation , ■ 

2. Convection 

3. Conduction 

4. Application and problems 
j. Measurement: 

1. British thermal unit 

2 Specific heat 

3. Applications and problems 
k. Joules experiments 
1. Work, applications and problems 
m. Power, horse-power, problems 

II. Boilers: 

a. Definition and purposes 

b. Functions: 

1. Transmission of heat: 

a. Good conductor 

b. Thin walls 

c. Clean surfaces 

d. Surfaces normal to gases 

2. Capacity for storage of heat: 

a. Analysis of formation of steam from water at 

32^ F. 

b. Problems and illustrations 

3. Strength and tightness: 

a. Shapes 

b. Analysis and characteristics of materials. 

c. Plate thickness and methods of failure. 

d. Riveted joints with problems and illustrations. 

c. Stays: 

1. Direct 

2. Diagonal 

3. Girder 

d. Heads and tube sheets 

e. Manholes, types and location 

f. Priming: 

; 1. Causes 

2. Methods of prevention 



iNsriTUTK OK Tkaciikks 303 

g. Steam domes, dry pipes, mud drums, feed pipes, 
h. Types of boilers: 

1. Evolution and development of externally fired boilers. 

a. Plain Cylindrical 

b. Single and double elephant 

c. Flue types: 

1. Flues and tubes 

2. Standard proportions 

2. Internally fired boilers: 

a. Cornish 

b. Lancashire 

c. Galloway 

d. Locomotive 

e. Scotch Marine 

3. Water tube boilers: 

a. Evolution and development 

b. Types and makes discussed 

c. Comparison with fire tube boilers 
k. Heating" surface with problems and illustrations 
1 Boiler horse-power: 

a. Definition 

b. Factor of evaporation 

c. Quality and superheated steam 

d. Problems and illustrations 

III. Fuels: 

a. Classification: 

b. Coal 

1. Analysis and characteristics 

2. Methods of purchase and costs 

IV. Combustion: 

a. Definition 

b. Process of combustion 

c. Chemical elements required i 

d. Flue gases and analysis 

e. Methods of sampling and heat losses 

V. Firing: 

a. Methods: » 

1. Spreading 

2. Alternate 

3. Coking 

4. Special conditions 

b. General principles 

c. Hand firing 

d. Stokers: 

1. Overfeed 



304 Outlines of Lessons 

2. Underfeed 

3. Comparison with hand methods 
e. Economical and commercial importance 

VI. Smoke: 

a. Composition 

b. Causes 

c. Prevention: 

1. General principles 

2. Specific remedies 

3. Furnace construction 

4. Importance to community and owner 

VII. General review and discussion 

VIII. Final examination 



OUTLINE OF COURSE IN STEAM BOILERS. 
Laboratory — 1 night per week. 

To calibrate a high pressure gauge by means of the Crosby 
Dead Weight Tester. 

To calibrate a vacuum gauge by comparison with a column of 
mercury. 

To calibrate indicator springs by means of the Crosby Dead 
Weight Tester. 

To become familiar with the use of the planimeter by applying 
it to various figures and indicator cards. 

To determine the quality of steam using the combined throt- 
tling and evaporating calorimeter. 

To determine the quality of steam using the separating calori- 
meter. 

To determine the density, voscosity, flash point and burning 
point of kerosene and lubricating oils. 

To analyze gas boiler blue gases by means of the Allen-Moyer 
Orsaat a'pparatus. 

To determine the heat value of coals and fuel oils by means of 
the Parr calorimeter. 
To determine the mechanical equivalent of heat. 

1 B. t. u. = 778 Ft. Lbs. 
To determine the radiation through a base two inch pipe. 
To determine the effect of pipe coverings on the radiation 
through two inch pipes. 
Ex. 13. To make a study of the laboratory gas fired boiler finding its 
heating surface, superheating surface, grate area, boiler 
horse power and becoming familiar with boiler computa- 
tions in general. 



Ex. 


1. 


Ex. 


2. 


Ex. 


2. 


Ex. 


4. 


Ex. 


5. 


Ex. 


6. 


Ex. 


7. 


Ex. 


8. 


Ex. 


9. 


Ex. 


10. 


Ex. 


11. 


Ex. 


12. 



Institute of Teachers 305 

Ex. 14. To run a complete boiler test finding the boiler horse power, 
evaporative capacity, heat efficiency and cost with valves 
as set. 

Ex. 15. To run a complete test as in Ex. 14 finding the best valve set- 
ting. 



OUTLINE OF COURSE IN STEAM ENGINES. 
Lectures Two Nights per Week. 
I. Theory of deriving work from heat. 

II. Early forms of Steam Engines. 

a. Reaction Engines 

b. Watt and Newcomen Engines 

c. Development to date 

III. Power measurements 

a. Indicated horse power 

b. Brake 

c. Mechanical efficiency 

IV. Classes of Engines 

a. Reciprocating 

b. Rotary 

c. Turbines 

V. Nomenclature of Steam Engines 

VI. Types of Engines discussed 

a. Horizontal 

b. Vertical 

c. Beam 

d. Rotary 

e. Turbines 

f. Pulsometer 

g. Cornish Pumping Engine 
h. High Speed Engine 

i. Slow Speed Engines 

VII. General Principles 

a. Use of steam non-expansively 

1. Indicator cards 

2. Theoretical considerations 

b. Use of steam expansively 

1. Indicator cards 

2. Theoretical considerations 

20—1. T. 



30() Outlines of Lessons 

3. Heat efficiency 

4. Steam curves 

c. Condensing 

1. Condensors 

a. General principles 

b. Open 

1. Jet 

2. Barometric 

c. Closed 

1. Surface 

d. Efficiency Considerations 

1. The ideal engine 

2. Heat losses 

a. Exhaust 

b. Imperfect valve action 

c. Cylinder condensation 

3. Remedies for heat losses 

a. Steam jacketing 

b. High Speed 

c. Large cylinders 

d. Ratio of expansion 

e. Superheating 

f. Compounding 

e. Compound Engines 

1. Tandem 

2. Duplex 

3. Triple Expansion 

4. Quadruple Expansion 

5. Wolf engines 

6. Indicator cards 

7. Horsepower calculations 
S. Duty of engines 

VIII. Engine Operation 

a. Oiling. 

b. Repairs and adjustments 

c. General precautions 

IX. General discussion 
X. Final Examination 



Institute of Teacherr 307 



OUTLINE FOR STEAM ENGINE LABORATORY COURSE. 

No. 1. To set the valves on a Slide Valve Engine. 

No. 2. To set the valves on a Corliss Engine. To learn the names 
of all the various parts of the machine. To set the valves 
from indicator cards taken after engine had been com- 
pletely thrown out of adjustment. 

No. 3. To run a full and one-half load efficiency test on a Slide valve 
engine — non-condensing. 

No. 4. To run a full and one-half load test on a Slide valve engine — 
condensing. 

No. 5. — To run a full and one-half load test on a Slide valve engine — 
Non-condensing, and Steam Jacketed. 

No. 6. To run a full and one-half load test on a Slide valve engine- 
condensing and Steam Jacketed. 

No. 7. To determine the clearance volume of a Slide valve engine by 
means of the water volumetric method. 

No. 8. To run one-quarter one-half, three-quarters, full and overload 
tests on a Corliss Engine — Non-condensing. 

No. 9. To run tests on a Corliss Engine as in No. 8 — Condensing. 

No. 10. To run a one-half and full load test on a Steam turbine — Non- 
condensing. 

No. 11. To run a one-half and full load test on a Steam turbine — ^Con- 
densing. 

The methods of teaching and presenting this work must necessarily 
be quite different from those employed in our technical schools and 
colleges. Our men are active day workers, putting in from nine to tan 
hours per day. They come to us in a more or less tired physical con- 
dition; they are plainly in need of rest and relaxation. Under such 
circumstances, therefore, a straight lecture of the cut and dried variety 
will, in most cases, only result in putting the majority of the class 
to sleep. This can be expected by any instructor who tries to do all 
the brain work for the class. If the minds of the students are put to 
work and they are compelled to reason out matters for themselves, such 
work will prove relaxing and there will be no further difficulty about 
keeping awake. It is well to break up the seeming monotony of a long 
lecture by frequently asking questions of various members of the class, 
sending them to the blackboard, performing experiments and drawing 
them into general discussions. Upon first entering a class, the aver- 
age man usually displays a certain amount of timidity and bashful- 
ness. He does not dare to ask questions or enter into discussions 
even though secretly very eager to do so. Such an atmosphere, if per- 
mitted to pervade a classroom for long, can not but prove fatal to the 
success of the work. At the outset it should be understood by the class 
that questions and discussion, no matter how foolish they may prove 
to be, are welcome and always in order. With such an understanding 



308 Outlines of Lessons 

and a cordial, open effort on the part of the instructor to become per- 
sonally acquainted with each member of the class, this seeming bash- 
fulness can usually be overcome in three or four weeks time. Once 
the air is cleared, questions will follow in rapid order and it is then that 
really effective instruction begins. 

Below is given a sample program of an evening's lecture on Steam 
Boilers. 



STEAM BOILERS. 

Lecture Program. 

Consultation and slide rule practice. 
Roll call. 

Lesson assignment in text or catalogues. 
Home study work collected. 

New papers handed out and corrected ones returned. 
Last set of home study papers carefully gone over, and the correct 
answers to each question or problem made clear. 
Review questions on previous lecture. 
Lecture on advance work. 
Experimental Demonstrations. 
Discussion and questions. 
Class excused. 
Consultation. 

Slide rules have proved very effective and useful in giving this work. 
A large size six foot rule is permanently mounted at the top of a black- 
board before the class. This rule is used for teaching the use of the 
slide rule and also for making any such calculations as may arise dur- 
ing the class period. So popular are these slide rules that, though 
hard the money may come, every member of a class will usually have 
purchased one before the end of the term. 

Text books are used in connection with the lecture work in all 
courses. "Steam Boilers" by Shealey and "Steam" by the Babcock and 
Wilcox Co. are the texts used in the Steam Boiler course. In the 
steam engine course a small book entitled "Heat Engines" by Ripper 
is the text used. In addition to these texts such catalogues as may be 
of value are distributed from time to time. Home study or question 
sheets are passed out at the first lecture period of each week. These 
sheets are prepared by the instructor and mimeographed in such quan- 
tities as may be desired. They usually consist of leading questions and 
problems bearing upon the v.'ork, but may occasionally consist of 
sketches, diagrams and such written matter as the instructor desires 
to get before the class. Several sheets of standard size blank paper 
are always supplies with each set of questions. This encourages the 
student to do neat, systematic Work and permits of a uniformity which 
would otherwise be impossible. Binding covers are also supplied to 



Institute of Teachers 309 

each man so that all question sheets, corrected papers, etc., may be 
conveniently filed and preserved by the student as a permanent re- 
cord of his work. 

The value of experimental work before the class cannot be over-es- 
timated. One simple experiment illustrating some important princi- 
ple will often teach more than hours of talking. Heat, which is the 
foundation upon which all this work must be built, offers a wide lati- 
tude for such work. Numerous experiments may be performed with 
but the simplest of apparatus. Such experimental demonstrations, 
coming at the close of a period, serve an important psychological pur- 
pose. They show sincerity of purpose, stimulate interest, and create 
a desire to come back for more. 

The laboratory courses are arranged with several ideas in view. 
First, to demonstrate conclusively the fundamental principles brought 
out in the classroom; second, to enable the student to acquire accuracy 
and skill in the manipulation of instruments, taking of readings and 
the drawing up of reports; third, to permit of becoming familiar with 
the names of parts, methods of construction and the assembling of all 
steam equipment; fourth, to encourage initiative arid such natural 
talent for investigation as the student may have; fifth; to enable the 
practical man to apply his technical knowledge to his every day work. 

All laboratory sections are divided into squads of not more than 
four men each and a test or experiment is assigned to each squad. 
This overcomes the necessity of duplicating apparatus and makes it 
possible to have several tests or experiments going on at once. Each 
man is obliged to hand in on paper provided for the purpose, a complete 
report of his experiment. These are all standardized and have to be 
prepared in a neat, orderly manner or they are not accepted. The 
commercial significance of all tests is especially emphasized and only 
such experiments are made as will likely prove of value to the indus- 
trial worker. Take for example experiment No. 9, which requires the 
sampling and analysis of flue gases. In this work the man finds out 
just how he may apply the principles of combustion to every day 
practice, and how he can determine just when he is getting the most 
economical results. As another example, take the experiment of set- 
ting the valves of a Corliss Engine by means of the indicator. This 
is something which every engineer should understand and know how 
to do, and yet, few ever have the opportunity of acquiring such 
knowledge. No intelligent engineer would think for a moment of al- 
lowing his oil barrel to leak away day after day, yet the same man 
may be operating an engine using 50% more steam than necessary due 
to leaking and improper setting of the valves. This comes, of course, 
from the fact that in the one case the waste is visible, while in the 
other instance it is not. 

All work of the classroom is governed by the one idea of covering 
only such subject matter as will be of the greatest commercial assist- 
ance to the industrial worker. He must be made a better man, taught 
what efficiency really is, and shown how he can make his services 
■of greater value to his employer and to the world. This may not only 



310 Outlines of Lessons 

involve a man's increase in knowledge, but also his ideals and outlook 
upon life in general. Anything which may be done to raise his ideals 
or right his view point can not well be overlooked. Abstract theories 
and ideas find little place in this work. Concrete examples and ilhis- 
trations drawn from daily life experiences prove most effective teachers 
and are always sure to strike a responsive cord in the mind of the 
industrial worker. 



THE MARINE ENGINEER AND THE CONTINUATION SCHOOL. 
By William E. Clark, Principal, Beach Manual Training, Oshkosh, Wis. 

In a letter written to me March 30th by Warren E. Hicks of Madison, 
Wisconsin, with reference to this paper, the writer says in part, "I am 
particularly interested that these discussions deal with actual experi- 
ences in school work. We are anxious to put forth facts and not hot 
air." I, therefore, wish to state at the outset that my remarks and con- 
victions on this subject come from actual experience gained in crossing 
the Atlantic in the engine room of the Steamship California, three sum- 
mers as member of the engineering crew of the Illinois Naval Reserve 
vessel, Dorothea, and nine months as Chief Operating Engineer for the 
Indian Refining Company, in adition to the problem as presented to ma 
during the past winter in our evening school here in Oshkosh. 

In the State of Wisconsin Ave have a great opportunity to organize 
and establish evening schools throughout the winter for men in the 
"black gang" of our lake carriers who lie up for the winter in our ports. 
In recommending the curriculum for this division of our vocational 
schools I have not hampered myself with the problem of cost within 
reasonable limits, my aim being to present an ideal to work towards 
rather than a course outlined to fit a meagre teaching force and inade- 
quate equipment. I am thoroughly convinced that our lake port cities 
would be well repaid from a purely economical standpoint were they 
to encourage and foster among their young men sea faring as a voca- 
tion by means of vocational schools. I wish especially to call your at- 
tention to the fact that what I present to you as my idea of the proper 
outline of studies represents what, in my opinion, a young man who is 
employed in the engine room of a steam vessel should have to enable 
him to rise to the position of chief engineer — not what might be well for 
him to know. 

My outline, therefore, will bear elaboration along academic lines pro- 
viding the opportunity presents itself. However, I will say that I have 
found the class of men working in the engine room of steam vessels 
both on the Great Lakes and on salt water, are a difficult groiip to reach 
effectively. General education does not interest them and it is a rare 
thing to find one of them who is interested in cultivating his general 
intelligence even along practical lines. If we are to benefit them, I am 



Institute op Teaciikrs 311 

convinced that we must do so by imparting the kind of information that 
they can use in their every day practice on the ships in which they are 
sailing. 

One of the great difficulties in accomplishing this is the fact that dif- 
ferent men are working in different stages of the vocation, i. e. we may 
have enrolled in our school coal passers, firemen, oilers and first and 
second assistant engineers. The instruction, therfore, must be almost 
exclusively individual and extremely concrete and practical, as needless 
to say the enrollment in an evening school would not be large enough 
to warrant organizing separate classes for each of these divisions of 
labor. 

In the modern steamship three mediums are employed to convert the 
energy in coal into work, steam, air and electricity. Therefore, in gen- 
eral the men of all grades above firemen must be made familiar with 
the elementary physics of each. They must have a working knowledge 
of English and arithmetic, the ability to make mechanical sketches, to 
read complicated blue prints and to obtain all the insight possible into 
the operation and construction of traps — valves — condensers — salino- 
meters — heaters — pumps — electric and refrigerating machinery and air 
compressors. This last can only be accomplished by having a labora- 
tory equipped wath the necessary apparatus. This is not always pos- 
sible, owing to the cost but is one of the ideals to work toward. Equip- 
ment like this is essential to the efficiency of the school as all ships are 
not fitted out with the same makes of auxiliary machinery and students 
can more easily understand the details and their correlative action 
where they are able to take the machines apart and assemble them 
themselves. This is especially true in the case of independent pumps, 
engine valve mechanism and electric machinery. 

Machine shop practice is the foundation for all marine engineers in 
the navy, in fact they call the men doing this work on our war vessels 
machinists Second-class, First-class and Warrant. It is therefore essen- 
tial that a course teaching the tool processes in machine work be out- 
lined with an adequately equipped machine shop to work in and given 
to men intending to shortly pass out of the firemen class. 

Mechanical drawing is most essential to the present day marine engi- 
neer. It is absolutely necessary that he be able to read accurately, com- 
plicated blue prints and just as essential that he be able to make work- 
ing sketches from which repair parts may be made that will fit, when 
delivered aboard the ship. 

In laying out drawing courses for vocational schools care must be 
taken not to make the course too long. In only a few instances are we 
endeavoring to make draftsmen, and so many times we are prone to 
lose sight of this fact. Our schools should teach how to interpret the 
expert draftsman's drawings and in addition give the student enough 
instruction to enable him to make accurate working sketches. 

I will not attempt to work out the course for marine engineers in 
detail owing to the time alloted for this paper but the following is an 
outline which I present for your consideration, subdivided according to 



312 Outlines of Lessons 

the grades of men enrolled. In classifying the students the particular 
character of the engine room in which the student is serving must be 
considered. He should primarily show knowledge and familiarity with 
the operation of appearance he has worked with, and in addition should 
have a proper amount of knowledge of the machinery in general use 
on other vessels and which he might be called upon to operate in case 
of transfer. Thus on an oil burning passenger vessel a fireman must 
have knowledge not only of oil burners but also some insight into the 
operation of coal burning boilers though the primary requisite is the 
knowledge and ability required on the vessels on which he works. The 
same illustration applies in the case of surface and jet condensers. The 
request by a student for instruction on special auxiliary machinery must 
be considered and provision made in the course for instruction on motor 
boat engines, ice machines and evaporators. 

In my opinion "Practical Marine Engineering" by Durand is one of 
the best books for class use and to my mind a text is certainly to be 
recommended especially for the advanced men. 

Firemen Second-class. 

English Safety regulations 

Arithmetic Boiler room operations 
Emergencies 

Iiaboratory Boilers 
Practice Pumps 

Valves 

Combustion 

Firemen Fii'st-class. 

Arithmetic Boiler room casualties 
English Steaming duties 

Safety requirements 

Iiaboratory Combustion — Air supply 
Practice Draft — Time firing 

Boilers and Boiler attachments 

Pumps — Ash hoists — Blowers. 

Oiler. 

Drawing Operation of machinery 

English Machinery arrangements, cleaning and overhauling 

Log reports 



Institute qf Teachers 313 

Elementary Applied to the production of heat and power 
Physics The application of mechanical forces. 

Physical results as applied to forces — heat — power 
— friction — pressure — temperature — condensa- 
tion 
Action of steam — gases and fluids in machines on 
board ship. 

Liaboratory Falls — jacks — slings. 

Practice Starting bolts and other lifting gear used for dis- 

mantling and erecting machinery. 
Bearings — sliding — plain — roller — ball. 

First Assistant Engineer. 

Drawing Water testing and simple gas analysis 

Elementary Boiler corrosion and remedy 
Physics Advanced instruction in combustion 

liaboratory Auxiliary machinery of boiler and engine room 
Practice Thermometer — pyrometre — steam — water — vac- 

cum air pressure gauges. 
Air Compressors 

Second Year for First Assistant Engineer. 

Drawing Chipping — filing — scraping — fitting 

Machine Lathe work including straight turning — taper 

Shop turning — threading (single — compound — inside 

— outside) 
Chuck work — facing — boring — reaming. 
Drill press — laying off — boring — drilling 
Planer work- — shaper work. 
Milling machine. 

Forge work — tool dressing — hardening — temper- 
ing annealing — case hardening. 

I/ectiires Knowledge of remedy of boiler and engine room 

and casualties. 

Tests How to make emergency repairs. 

Third Year First Assistant Engineer. 

Applied Setting valves 

Arithmetic Principles of the operation and construction of 

L/aboratory condensing apparatus — feed water heaters — air 

Practice compressors — refrigerating machinery — pumps. 



^14 Outlines of Lessons 

Close correlation must exist between the work in English and 
the men's vocation. My idea is always to give a great amount of 
the necessary instruction in the subjects sub-headed under English 
through this medium. The above outline is only in general terms 
and must of course be modified to suit the requirements of each 
varying local condition. In only one matter the requirement re- 
mains unchanged, wherever this work is undertaken, i. e. in the 
case of the instruction and supervision. 

The man teaching the Laboratory Practice must have had some 
years of experience in the engine room of a steam vessel, preferably 
as chief engineer. The supervisor must be an educator first and a 
man with marine or stationary experience second, one who will see 
that the English, Arithmetic, Drawing and Elementary Physics are 
kept absolutely within the grasp of the student and within the 
practical limits of the vocation. 



SOME PROBLEMS CONFRONTING THE COMMERCIAL TEACHER 
AND SOME SUGGESTIVE SOLUTIONS. 

Henry J. Holm. 

As the basis for my talk this morning, I have taken the answers that 
were given by teachers to the last question in a questionaire sent out by 
the committee on high school commercial course, whose report was 
made to the Gregg Shorthand Federation at the convention of 1914. 
The question referred to is: "What are the most important problems 
presenting themselves to you for solution at this time, to make the 
commercial department more efficient?" From the answers submitted, 
I have made out the following topics, and shall discuss them briefly. 

1. A broader knowledge on the part of students, teachers and pa- 

trons of the schools, as to the essentials and value of the com- 
mercial work. 

2. A more logically organized schedule of courses. 

3. A short course. 

4. Longer courses. 

5. Retention of students through a definite course. 

6. Higher standards. 

7. Additional help. 

8. Better teachers. 

9. Better equipment. 

10. Better salaries. 

11. More just credit recognition. 

12. Harmony with academic department teachers. 

13. Faulty habits of study. 

14. Vocational guidance. 



Institute of Teachers 315 

The best way by which the value of the work done in the commercial 
department of your schools can be brought to the attention of the pub- 
lic is through the results obtained by your students. That is real ad- 
vertising. I have found, upon careful questioning of the students ia 
our own school, that practically 88% of the enrollment is traceable to 
the recommendation of former students or friends of students who knew 
about our school. The same will , hold true in large measure in the 
evening continuation schools. 

I maintain that it is possible for a commercial school to teach and 
develop its students to such a state of proficiency that they can go out 
into the business world and successfully perform the duties for which 
they have been prepared. A shorthand school, in order to merit the 
recognition of the public, should turn out a product that can go into 
the business world and successfully perform the duties of stenog- 
rapher and office assistant, to the same extent that law or medical 
colleges can qualify students to enter those professions. 

There is no subject in all the wide world that offers a young man 
or a young woman as fine an opportunity as shorthand and typewriting. 
It not only offers a better initial compensation than is paid in any 
other position open to the beginner, but it is also a fact that cannot 
be disputed that it is a stepping-stone to highly remunerative and re- 
sponsible positions. You, as teachers, have a privilege that comes to 
few, in that you are teaching a subject that you can be very enthusias- 
tic about, because you know that those who qualify under your instruc- 
tion have a preparation that will make them self-supporting and val- 
uable citizens. 

The stenographer holds an important position in the business office. 
By a "stenographei*" I mean that young man or young woman whose 
education is broad enough to enable him to comprehend the dictation 
given, one who can spell correctly, and who knows enough about lan- 
guage to correct the inadvertent grammatical errors that the dictator, 
thinking more about the subject than about the manner of presenting 
it, may make. Many big men are practically lost without a stenog- 
rapher. Should their stenographer be absent unexpectedly on a Mon- 
day morning, these men are practically tied, hand and foot. With a 
stack of mail in front of them, all they can do is think, but they cannot 
act. No one will deny that a properly qualified stenographer is per- 
forming a work that calls for tact, neatness, accuracy, and speed. It 
is skilled work in the truest sense of that word. 

The difficulty with a shorthand and typewriting course in many 
schools is that it is not arranged with a definite aim. The courses 
should be so arranged that a student, upon completion of the course, 
would always be prepared for stenographic work. Then, after that, the 
course should provide for those who wish to specialize, either for sec- 
retarial duties, civil service work, reporting, or teaching. 

I remember, upon various occasions when university graduates have 
called to make inquiry about the course, that they came in a more or 
less apologetic manner, attempting to excuse the occasion which seemed 
to have made it necessary for them to study shorthand. From this it 



316 Outlines of Lessons 

was plainly seen that the subject of shorthand and typewriting had 
probably been impressed upon them as a too utilitarian subject, beneath 
the dignity of the classics. But I am glad to say that these students, 
after taking the course, have said that there was as much mental train- 
ing and as much disciplinary value to be derived from it than from any 
course they had ever taken in Greek, Latin, or higher mathematics. 
One of the reasons for this was stated to be that in shorthand and 
typewriting the student has to produce results that are marketable. 
"Nearly good enough" won't do; it must be absolutely right. 

The suggestion which was made that a short course was needed is 
the one that I hardly agree with, unless the intent is that provision 
should be made for those students who want to confine themselves 
solely to the commercial subjects, and not pursue any of the academic 
studies in connection with their shorthand course. This question, I 
realize, would not come up to any extent in the evening classes under 
the continuation system so much as it would in the regular high schools. 
However, it may not be amiss to say at this time that the tendency is 
away from the short course. The business colleges have been berated 
in times past because of the shortness of their course. They are 
gradually getting their courses up to the point where it is possible to 
really develop and train competent stenographers. This, we must ad- 
mit, cannot be done in too short a time. And it seems to me that the 
high schools should stand for the broadest and the highest training In 
this respect. 

Longer courses, if the length of the course is due to the addition of 
important studies or to an increase of efficiency in the studies taken, 
must be said to be a necessity. Here again provision must be made 
for the students who, through greater natural ability or greater powers 
of concentration, can accomplish more work in a given time. We must 
take this into account in the private school, and it most undoubtedly 
can be worked out on the same plan in the public schools. 

When, as was said above, a more logically organized schedule of 
courses is formed, which leads to a specific aim, the question of re- 
taining students through a definite course will be solved. These high 
school courses should also be arranged so that, when completed, the 
student will receive credit for the work done which will admit him to 
the universities of commerce to continue his commercial studies still 
further. This should be on the same basis as that on which the gradu- 
ate of the high school classical course is admitted to the universities. 

It goes without saying that your standards should be high. Inef- 
ficient work in a private school dooms that school. There is only one 
way by which a private commercial school can hope to succeed, and 
that is through the thoroughness of its instruction and practice. For 
a private school having high standards there will always be a place. 
But those not willing or able to maintain their work at a high point of 
efficiency can hardly expect to live. When you increase your standards, 
you increase the earning power of your students, and when you do that 
you make your course worth just that much more and it will be sought 
after to a greater extent. 



Institute of Teachers 317 

You can increase your standards by being more particular in your 
teaching, in seeing that your students are taught habits of neatness 
and accuracy, and above all that they do the work assigned. When 
you do that, you have at the same time performed a great duty in the 
teaching of citizenship. One of the difficulties of our people in the 
past has been that they have not been thorough enough in their work. 
The American likes to get results, and he has been trained in methods 
of speed, of quickness, with the idea of slapping things together and 
letting it go at that. As long as he could succeed in putting it over by 
this method things have gone lovely. But we are now coming to a 
step in our industrial progress when more attention must be paid to de- 
tails, to careful workmanship, and to making our product the very best 
that can be made. The day of the slip-shod method is past. 

When it is said that better teachers are needed I would not have you 
infer that the teachers now doing this work are not good. At the same 
time, we cannot get away from the fact that no matter how good a 
teacher may be there is chance for improvement. Progress is the law. 
And the teacher who is not a better teacher this year than he was last 
year, may be a poorer teacher next year. But, what is being done in a 
general way by the states to give commercial teachers an opportunity 
to become better teachers? There ought to be opportunities for those 
who wish to enter the commercial teaching field to have the same 
pedagogical training that is now afforded academic teachers, primary 
teachers, and all others. There should be special departments in your 
state normal schools to make a study of the best methods of teaching 
commercial subjects. These subjects have a pedagogy of their own. 
It is well-known that there are certain methods that produce results in 
the teaching of shorthand, typewriting and bookkeeping. Unless a 
teacher has an opportunity to study and practice these methods, the 
state cannot expect the standard of its commercial teaching to be im- 
proved except as the teachers take it upon themselves to get this special 
training from private institutions who have recognized this need and 
are supplying it. 

The solution of the efficiency of the commercial department lies 
mainly in the teacher. When I step into a schoolroom I behold the 
objectified photograph of the teacher's ideal of what a school ought to 
be. 

No man was ever responsible for the upbuilding of a great business 
who could not at times sit down and look out of the window and dream 
dreams and see visions. You must first visualize the ideal results that 
you would like to see come to pass and then, by bending all your efforts 
in that direction, you will see your goal attained, or, at least, you will 
get nearer the ideal than would otherwise be possible. 

The good teacher will get marvelous results even though circum- 
stances be against him. By that I mean where the equipment may not 
be what it should. The good teacher does not blame his tools, which 
are the things he has to work with. The good teacher will get results, 
and when the public sees results that are above the ordinary, 1 am sure 



318 Outlines of Lessons 

that the proper equipment, additional help, and better salaries will 
follow as a natural consequence. Again, when these things have been 
brought to pass, the matter of receiving credit recognition by the state 
authorities will present less difficulty. 

It is regrettable that in times past there was a great deal of friction 
between the academic department teacher and the teacher in the com- 
mercial subjects. The academic teacher, steeped in the lore of Greek, 
Latin, trigonometry, biology, and a dozen other "ologies," could not re- 
concile himself with the teacher of shorthand, bookkeeping, and other 
"bread and butter" subjects. Happily, I feel free to say, this condi-^ 
tion, while it may exist to some extent today, is rapidly vanishing. As 
I stated in my talk Monday afternoon, shorthand has a cultural value, 
and when that phase of the subject is recognized by educators, short- 
hand will take its proper place alongside the other subjects in the high 
school curriculum. But the teacher of commercial subjects need not 
worry about how other teachers look upon this department so long as 
he is making it a producer. You commercial teachers are giving your 
students an education whereby they can make a living; and we have 
the satisfaction of knowing that a university graduate — -and the uni- 
versity graduate is to be congratulated upon the broad, general knowl- 
ledge that he possesses — by supplementing his education by a thorough 
shorthand training, can practically double his earning capacity right 
from the start. 

The teacher can do a great deal of good for the student in correcting 
faulty habits of study. You can show the student how valuable time is 
lost by lack of concentration. We are all familiar with the student who 
determines to study an hour and, armed with book and pencil, bravely 
starts out to do so. Could this student be watched and a careful record 
be kept of the actual time devoted to study, it would be found in many 
cases that half of the time was wasted in thinking about outside mat- 
ters; half of the remaining time was not utilized to the highest point of 
the student's capacity. We should train our students to become highly 
energized while at work. Show him that in order to obtain unusual 
results unusual efforts must be put forth. In that way the student can 
be taught to accomplish twice as much in half the time he was accus- 
tomed to do formerly. Study is a matter of training. 

I shall not take up much time on the matter of vocational guidance, 
in the first place because I feel that whatever I might have to say about 
this would be simply a personal opinion. I recognize that it is a sub- 
ject that has, of late, come into considerable prominence, and, undoubt- 
edly, its proper application would result in much good. At the same 
time, it is a thing that it is well to be conservative about. In my early 
teaching experience I held a great many more positive views about some 
things than I do now. I think that the tendency is that the more ex- 
perience one has, the more liberal he becomes. Which one of us can set 
himself up as a judge of Mary Brown and. by one sweep of his superior 
wisdom, relegate her to the scrap heap or say to her "Go forward." I 
have seen some of the most unpromising candidates for shorthand hon- 



Institute of Teac^hicks 319 

ors turn out to become very efficient stenographers, who have advanced 
in the business world to positions that anyone would have been proud to 
attain. On the other hand, I have also seen others, well-educated, well- 
mannered, and having every advantage that a boy or girl possibly could 
possess, of whom one would instinctively say, "Here is a young man or 
a young woman who is bound to make his way in the business world;" 
but, on the contrary, many such a student has been a failure. Who shall 
say what we shall do or what we are best fitted for? I believe this is a 
matter that the individual, better than anyone else, can decide. If 
Charles P. Steinmetz, the electric expert — and physically a hunch back 
whom even Edison acknowledges as a master, and whose salary is one 
hundred thousand dollars a year, had presented himself in his youth to 
someone for advice as to what profession to follow, would he have been 
told that electricity was his forte? At the same time, you, as teachers, 
by a careful study of the subject, can advise your students about those 
lines of work that lead nowhere, "blind alley jobs," for instance. You 
can teach your students that it is sometimes bettel* to start for seven 
dollars a week than for twelve. In other words, the young student is apt 
to be blinded by the immediate gain and lose sight of the future pros- 
pects of the position which he seeks. In this respect you can guide him 
without danger of interfering too much with his individuality along 
lines of higher development. 

The questionaire from which I have taken the points for this talk, has 
been put in booklet form, and I shall be glad to send a copy of it to 
anyone who cares to write for it. 



320 Outlines of Lessons 



Topic 26. 

PREVOCATIONAL COURSE FOR ALL-DAY INDUSTRIAL 

CLASSES. 

W. F. Faulkes, Appleton, Chairman, 

Newton Van Dalsem, Neenah, 

Geo. F. Lusk, Green Bay. 

The course of work that has been outlined for the all-day industrial 
classes is intended to meet the needs of the boy between the age of 
14 and 16 years. This is one of the difficult periods of the boys' life, 
and he needs the influence of the school. Under our laws, it is not pos- 
sible for the boy to take up a trade at the end of the 14th year, altho 
he may leave school to work around at odd jobs. If the industrial 
school can arrange a course that will fill in this gap with some work 
that will be both profitable and interesting to the boy the school will 
be doing a work that is needed in every community. 

It is the purpose and aim of this course to suggest some work of a 
prevocational character that may aid the boy to make the best use of 
his opportunities during the period from the 14th to the 16th year. 

When the boy has completed this course he should have some definite 
ideas of what is required of a workman in the various trades, the ele- 
ments of which he may have been studying and working at in the 
school work shop. Many trade activities might be added which have 
not been included in this course, such as plumbing, electrical con- 
struction, bricklaying, printing, book-binding, etc. 

It is assumed that this work is to be given to boys who have en- 
tered the school with the intention of remaining until they are six- 
teen years of age. It should be possible to get the boys at fourteen 
years of age, and thereby be able to hold them in the school for two 
years, during which time they would be able to complete the work 
here outlined. The following schedule is suggested as the minimum 
time to be devoted to this course each year. 

Subject No. of Weeks Hours per Week. 

Practical work 36 15 

Mechanical Drawing 36 5 

Shop Arithmetic 36 3 

English 36 3 

Hygiene & Safety 36 2 

Citizenship 36 1 

Trade Readings 36 3 

Total number of weeks 36 

Total hours per week 30 



Institute of Teachers 321 

The drawing should corrolato olosoly with the work of the shop 
and if possible the drawing and shop work should be taught by the 
same teacher. 

The arithmetic should be of a practical cliaracter, and be applirable 
to shop work, and some emphasis placed upon machine operations, ma- 
terials and tool processes. 

English should be of a practical character. It might consist of shop 
readings, spelling and correct use of shops words, use of business 
forms, data sheets, lettei- writing of various kinds, business forms such 
as filling out orders, bills, receipts, etc. 

Reading of elementary technical literature is especially recommended 
as supplementary work in English. The following books have been 
used and found to be very valuable. The Harper's Practical Series 
contains the following books for boys, "How to Understand Electrical 
Work;" "Machinery Book for Boys;" "Camping and Scouting;" Gaso- 
line Engine Book;" and others. Carpenter's Geographical Readers and 
the readers on Commerce and Industry by the same author are valu- 
able for reference reading. 

Hygiene and Citizenship have been outlined in bulletin No. 10 in such 
an excellent manner that it is only necessary for me to refer you tc 
this publication for very satisfactory courses in these subjects. 

The time to be devoted to each activity in the following outline is 
suggestive. If a school lacks equipment for the metal work a greater 
length of time may be given to the woodworking. 



SUGGESTIVE COURSES OP STUDY FOR ALL DAY INDUSTRIAL 

CLASSES. 

* Woodwo7'k. 

It may be found possible to offer the following kinds of woodwork 
during the suggested two year course for all day industrial classes. The 
woodworking course must necessarily begin with work the character of 
which is very elementary, although at the same time the industrial or 
vocational features may and should receive considerable emphasis. 

Group 1. — This may include rough measurements, sawing, and nail- 
ing; introducing such subjects as the window box, boxes for storing 
material, benches, etc. 

Group 2. — This may include more accurate measurements, and in ad- 
dition to the above may introduce the use of the back saw, rip saw; also 
the knife and marking gauge in laying out work. Projects that may 
be uged in this group are a shoe polishing box, knife or nail box, letter 
files, mail boxes, etc. 

Group 3. — More accurate use of the laying out tools such as knife, 
try-square, and the gauge. Plant stand, game board, etc. 

Group 4. — First use of the plane in surfacing and edge planing, but 
not complete and accurate squaring up of stock. Also more accurate 

2X— I. T. 



322 Outlines of Lessons 

use of rip saw and back saw. Waste basket, peck crate, lattice fence, 
letter tray, etc. 

Group 5. — Stock squared up complete and various new operations in- 
troduced. Typical Sloyd problems such as bread board, broom holder, 
sleeve board, etc. 

Group 6.- — ^Continuation of Group 5, laying special stress upon cutting 
irregular curves and modeling. Coat hanger, T square, hunting axe 
handle, plane handle. 

Group 7. — Making glued joint in soft wood. Moulding board, bread 
board, etc. 

Group 8. — Making and using miter box. Picture frame or serving 
tray. 

Group 9. — Use of steel square and hand saw. Sawing accurately to 
pencil line on rough work. Saw horse, ladder, etc. 

Note : — When it is found desirable more than one model may be made 
from any one group, and other projects may be added that are. not in- 
cluded in the above groups. But it is essential that a certain amount 
of work should be accomplished in a given period. It is assumed that 
all-day classes will be allowed at least fifteen hours of practical work 
each week. If this amount of time is given to this work it is fair to pre- . 
sume that all of the students will have been able to complete the above 
amount of work in four months. The better students will accomplish 
the work in a shorter time. The purpose of the above course is to pre- 
pare the students for the more accurate work that is required in cabinet 
making. 

The work in drawing should follow in close correlation with the work 
of the shop as soon as it is found that the students are able to do this 
without sacrificing the drawing technic. This may be done if the stU' 
dent is given at least five hours a week of work in the drawing de- 
partment. » 

Cabinet Making. 



This w^ork may consist entirely of applied joinery with no abstract 
exercises, or may include a limited number of abstract exercises preced- 
ing their applications. 

Group 1. — Lap, mortise and tenon, and glued joints. Taboret or other 
small piece of furniture. 

Group 2. — Drawer, panel, and door construction. Small cabinet. The 
difficulty of the problem at this time will depend upon the ability of the 
boy and the time given to the problem. 

Group 3. — At this time the student has had sufficient experience in 
the handling of wood working tools to go ahead on larger furniture pro- 
jects such as equipment for the school. It would be possible to intro- 
duce factory methods in the production of various pieces. This could 
be done very nicely providing duplicate pieces were to be made and the 
school was equipped Avith machinery for doing this work. In equipping 
an industrial or continuation school it must be born in mind that we 
are training very directly for industry, ^.nd the boy should be taught 



' Institute of Teachers 323 

the intelligent use of the various machines that he will use in the fac- 
tory or shop. For his own welfare it is as necessary that he know some- 
thing about the use of machinery as it is for him to use the hand tools 
correctly. ,^^^:,^aj 



E ---i^f 



Pattern Making. 

The boys who take up machine shop work sliould have at least an 
elementary knowledge of pattern making;. The following course is 
suggested. 

Prob. 1.— Rectangular block. This problem is simple enough in con- 
struction so that the students may be able to see and execute the ele- 
mentary steps, such as allowances for draft, shrinkage, and finish. As 
soon as this problem is completed by the class, it should be rammed up 
in a flask and the pattern pulled from the sand. 

Prob. 2. — Vise Anvil; Involving the use of fillets, more difficult allow- 
ances for draft, shrinkage and etc. 

Prob. 3. — Head for Vise handle for woodworkers vise. Involves the 
use of dowels in a split pattern, coreprints, etc. 

Prob. 4. — Base block for metal working stakes. Involves the use of 
the green core and the necessary allowance for internal draft. 

Prob. .5. — Pattern for face plate. Turning problem in making of fil- 
lets, and allowance for finish, draft, and shrinkage. 

Prob. 6. — Flanged sleeve with cylindrical core box. Method of build- 
ing up a simple pattern; core box construction. This pattern should 
be sufficiently large so that the core box plane may be used in making 
the core box. 

Prob. 7.— Stakes for sheet metal work. Problems in modeling. 

Prob. 8. — Patterns for small paper punch. Involves more difficult al- 
lowances for finish, warpage. Accurate laying-out, and modeling. 

Prob. 9. — The problem at this time may be any one of a number of 
projects such as patterns for a woodworker's vise, patterns for a small 
machinist's vise, jack plane, etc. 

Note: — As far as possible the work in pattern making sliould corre- 
late with the work in the machine shop course. The patterns that are 
made in the class should be cast and the rough casting completed by 
the students in the machine shop course. 

Sheet Metal Work. 

This course will involve work in thin metal such as sheet iron, cop- 
per, brass, etc. Sheet metal work commonly known as "tinsmithing" 
should receive considerable emphasis as this industry is not oversup- 
plied with workers, and there are considerable opportunities for work- 
ers in this line. The following course is suggested. 

Prob. 1. — Paste brush; simple problem in laying out, cutting and 
bending. 

Prob. 2. — ^Cookie cutter; more difficult problem in cutting, bending, 
and soldering. 



324 Outlines of Lessons 

Prob,. 3. — Cylindrical cup with handle. Three piece pattei'n involving 
soldering, crimping, etc. 

Prob. 4. — ^Conical cup or megaphone. More difficult problem in lay- 
ing out and cutting making allowances for seam and soldering. Two or 
three piece pattern. This piece involves the laying out of two conical 
fruatrums. 

Prob. 5. — Funnel. A problem in conical frustrums involving more 
accurate work in laying out and cutting and soldering. 

Prob. 6. — Pan. Bending sides to shape from a one-piece pattern. 

Prob. 7. — Elbow joint; forty-five degrees. 

Prob. 8. — ^Cornice section. Use of the stretch-out, and the method of 
cutting patterns and laying out miters. 

Note: — If time permits some work may be done along the line of deco- 
rative metal work. However, as practical sheet work is of more im- 
portance to the boy, the greater emphasis should be placed on the prac- 
tical work of tin-smithing and sheet metal work. 

Elementary Forge Work. 

Forging is one of the most important kinds of metal work from the 
educational standpoint. It is exceedingly practical because it correlates 
Avith so many other kinds of metal work. The work should be corre- 
lated as much as possible with the bench Avork in the machine shop. 
The committee does not believe that an elaborate equipment for this 
Avork is necessary, especially in the number of forges required for class 
work. The writer saw during his recent visit to Germany excellent 
forge work done with groups of sixteen boys with only two double 
forges, and it was very seldom that all four fires were being used at one 
time; and forging and blacksmith Avork is emphasized very much more 
in Germany than it is in this country. 

The following course is suggestive of Avhat may be done Avith a limited 
equipment. 

(1) Trowel; involving hammering, bending, riveting, etc. 

(2) Shovel; involving simple forging, bending, hammering, riveting, 

etc. 

(3) Poker; involving forging in drawing out, and bending. 

(4) Ring; more accurate work in cutting and bending to shape. 

Round stock. 

(5) S hook; bending problem. 

(6) Gate hook; bending, twisting, etc. 

(7) Chain links. (Begin Avelding). 

(8) Tongs, ice or blacksmiths. (Involving lap weld). 

(9) Tool steel problems: 

Punches 

Scriber 

Cold chisels (flat and cape) 

Glue scraper 

Knives (paring, butcher, etc.) 

(10) Assembling problems such as horse or trestle made from angle 
iron, racks for use in forge and machine shop. 

(11) Decorative. Fire place, sets, lamps and bracket, etc. 



Institute ov Teachers 325 



Machine Shop Work. 

The problems have been arranged in as sequential an order as pos- 
sible, the aim being to acquaint the student with the elmentary pro- 
cesses of machine shop work. An elaborate equipment in the depart- 
ment is not always obtainable and its desirability may be open to ques- 
tion. The student should have the opportunity of using the grinder, 
drill press, engine lathe, and possbly a shapcr and a simple nulling nia- 
chino, although nuist of the work may be done without the last two 
machines. 

Dowel Plate; Operations; laying-out, filing, drilling, etc. 
Combination Wrench and Box Opener; Laying out, drilling, filing, fit- 
ting. 
Pliers or calipers; cutting, filing, riveting, fitting, etc. 
Blank for vise screw. 

Tap stock; forging, turning, filing, cutting thread with tap and die, etc. 
Macliinists clamp; cutting with hack saw; filing, cutting thread, etc. 
Paper punch; filing, shaping, drilling, turning, fitting, assembling. 
Hack Saw: — Mere difficult filing and fitting, etc. 
Small machine such as — Emery grinder, vise, jackscrew, etc. 
A' ] '■ ■ 

Small machinists or woodworkers vise. This problem will involve a 
number of operations, such as work on the shaper, cutting thread on 
tiie laths turning to accurate dimensions, accurate fitting of various 
parts, etc. 

Note: — The aim has been to present as much work as is possible for 
the boys during these first two years, although it may be found advis- 
able to leave out some of the work and do more work along one given 
line. That, of course, is optional with the director. However, if the 
work is to be of a prevocational character the boy should be given a 
taste of as many different kinds of work as it is possible to give him 
during these two years. If the school has the equipment and the in- 
struction force, it may be advisable in certain individual cases to cut 
down the period of woodwork with some boys, especially those who do 
not seem to make very much progress along the woodworking lines. 
Some boys who do not take to woodwork, may do fairly well in sheet 
metal work and other phases of iron work. Then, again a boy who is 
not able to develop the idea of accuracy in woodwork, is not liable to 
develop it in iron work. 

Another line of work that should be offered in connection with all 
industrial and continuation schools is a systematic course in printing 
and bookbinding. Boys who are not able to do anything in the mechan- 
ical lines have been found to do excellent work when working in the 
graphic trades. This has been the universal experience of educators in 
Germany and in the eastern part of this country where the work has 
been given a thorough trial. 



326 Outlines of Lessons 



Building Construction. 

The best way to present a course in building construction is to erect 
a real building complete, organizing the work in such a way that each 
student will perform a part of each process from the beginning to the 
end of the job. When this can be done the possibilities of such a course 
are practically unlimited, but when there is no opportunity for work 
to be done In such a way there are two other ways in which a great deal 
may be accomplished, namely: 

1. To build small separate portions of the building to full size scale. 

2. To build the structure in miniature as one unit. 

In preparing the following outline an attempt has been made to make 
it fit the simplest possible kind of a building. The committee believes it 
more desirable for the pupil to learn thoroughly the construction of a 
wood-shed, garage or other small building than to make a vague and 
superficial study of a large, elaborate, or complicated structure. 

Following are listed in their proper order the operations which would 
be involved in the making of a small one story, one room frame build- 
ing, no consideration being given here to mason work, or to heating, 
plumbing, etc. 

1.- — Laying 2x6 plates on foundation. 

2. — Placing 2x8 joists on plates. Bridging. 

3. — Laying matched floor lining on joints. 

4.— Framing, erecting and anchoring four walls of first story. 

Sheathing. 
5. — Collar beams and rafters. 
6. — Roof boards. 
7. — ^Cornice. 
8. — Shingling. 

9. — Door and window frames and outside trim. 
10.— Siding. 
11. — Lathing. 
12.— Plastering. 

13. — Interior trim, sash and doors. 
14. — Floor. 
15. — Painting. 



CORRELATED COURSES IN MECHANICAL DRAWING. 

In the following outline the committee have endeavored to make the 
correlation as close as possible without sacrificing the content of either 
drawing or the shop work. 

At the beginning of the course in drawing it is recommended that 
considerable time be given to the making of orthographic freehand 
sketches from simple models or projects. The first freehand sketching 
should be made on plain blank paper, with no consideration given to a 
definite scale or to dimensions. Running parallel with this first work 



Institute op Teachers 327 

ki drawing short exercises in freehand lettering should be given. The 
first letters should be of a good size, V2" high, and the following order 
is suggested : I, L, T, F, E, H, A, V, X, K, M, N, W, Y, P, B, R, S, D, O. 
Q, &. This to be followed by the figures and fractional combinations. 
After the correct form of the letters has been learned spacing of letters 
in words, and spacing of words in titles should follow. 

The following freehand orthographic sketches on blank paper are sug- 
gested, which may follow as closely as possible the practical work of 
the shop. 

1. Rectangular block; ribbed block; rectangular washer. 

2. Bench hook; small box. 

3. Bench stop; rope wind. 

4. Plant stand. 

5. Bread board; rectangular with rounded corners. 

6. Spool; circular box. 

7. Tool handle. 

After this preliminary sketching has been done, sketches should be 
made upon squared or coordinate paper. These sketches sliould be 
drawn to a scale, dimensioned and lettered. This drawing may follow 
in close correlation with the practical work of the shop. The following 
projects are suggested, following somewhat closely the woodworking 
of the first year. 

1. Box. 

2. Shoe polishing box, introducing oblique lines. 

3. Waste basket. 

4. Broom holder; sleeve board. 

5. Coat hanger; tee square. 

6. Serving tray. 

7. Gavel. 

8. Small stool or taboret. 

9. Saw horse. 

Mechanical drawings with instruments to be made from a reasonable 
number of the above problems. The following is a suggestive list: 

1. Shoe polishing box. 

2. Waste basket. 

3. Broom holder. 

4. Sleeve board. 

5. Coat hanger or tee square. 

6. Taboret or small stool — assembly drawing. 

7. Taboret sheet of details. 

8. Saw horse. 

9. Isometrics. 

10. Optional furniture problem with details. Tracing of at least five 

of the above penciled mechanical drawings. 



328 Outlines of Lessons 



ELEMENTARY ARCHITECTURAL DRAWING. 

I. Freehand sketches on squared or coordinate paper. 

1. Floor plan of a small building. 

2. Elevations (front and side). 

3. Framing details. 

a. Spacing of joists. 

b. Spacing of studdings. 

c. Sections showing construction of isill, plates, collar 

beams, rafter, etc. 

4. Details of window and door frames. 

5. Detail of cornice. 

II. Pencil draftings of at least six of the above sketches. 

III. Tracing complete plans of a small building, sueh as the above. 

IV. Blue printing from tracings. 

SHEET METAL DRAWING. 

The following problems are suggested for use in sheet metal drawing. 
It is advisable that all the developments be worked out on paper, and 
cut to shape before the final drawing is made. Sheet metal drawing is 
difficult for the student to grasp and the teaching must be as concrete 
as possible. 

1. Rectangular prism (front and top view and devolpment). 

2. Cylinder (front, top, development). 

3. Cone (front, top, development). 

4. Pyramid (front, top development). 

5. Small box with cover. 

6. Cylindrical cup with handle. 

7. Conical cup or megaphone. 

8. Funnel. 

9. Pan, flaring sides. 

10. Pan, flaring sides, one piece pattern. 

II. Two piece elbow. 

12. Problem involving the assembling of three or more pieces, as 
painters well, cookie cutter, bottle holder, etc. 

ELEMENTARY MACHINE DRAWING. 

The following outline in machine drawing includes considerable 
drawing of a freehand character on squared paper. Freehand ortho- 
graphic sketching is important, and considerable stress should be laid 
upon this phase of the work. When thought advisable by the instructor 
the freehand working sketch may be followed immediately by a penciled 



Institute of Teachers 329 

mechanical drawing of the project. It is not necessary to njake 
sketches of the conventional plates, inasmuch as these are drawn to give 
the student a correct idea of the form and principle, and this may be 
done better by making as correct as drawing as possible. 

The following course suggests a sequence that may be followed, and 
at the same time correlate somewhat closely with the practical work 
of the shop. 

1. Helix and appi4cation. 

2. Conventional plate, showing shape of various threads; machine 

bolts, screws threads, etc. 

3. Dowel plate, introducing notes, etc. 

4. Small machinist's clamp. 

5. Face plate. 

6. Calipers, details. 

7. Paper punch, details. 

8. Complete drawings including assembly and details of a jack screw, 

small vise, grinder or similar tool or small machine. 



ELEMENTARY MACHINE DRAWING. 

If time permits and it is advisable more advanced work in machine 
drawing may be given during the second year. It is, however, suggested 
that the student be given the opportunity of making workings drawing 
from pictorial sketches, the latter being dimensioned or the dimensions 
to be tabulated. It is good practice to have the students search out the 
dimensions of certain parts, from data sheets. In this way they learn 
how to use the tables common in a machine shop. Also excellent prac- 
tice in drawing and reading of drawings may be obtained by the use of 
missing view problems. To have the student supply the missing view 
requires ability to properly project from one view to another so that 
each point will be in proper relation to the other, and it tends to train 
the pupil to visualize the project. During the course in machine draw- 
ing, the student should be taught to make slant letters and the use of 
the lower case letters in making notes on machine drawings, conven- 
tional methods of indicating machine operations should be taught to the 
pupils at this time. 



330 Outlines of Lessons 



Topic 27. 

REPORT OF THE COMMITTEE ON ESSENTIAL QUAL- 
IFICATIONS OF SHOP TEACHERS THAT SHOULD 
BE RECOGNIZED BY LOCAL INDUSTRIAL 
BOARDS. 



Hans W. PcUraidt, Oshkosh, Chairman. 

Geo. F. Buxton, Menomonie. 

F. D. Crawshaw, Madison. 

If we look over the list of schools established under the Act of 1911 
and note their locality, scrutinize their activities and the conditions of 
local manufacturing and commercial establishments from which they 
draw their pupils we will find that we have as many conditions, both 
external to the school and within it, as there are schools. No two offer 
the same subjects under the same conditions. Aside from the subjects 
required by law, others are taught to suit local conditions. Shop 
teachers are squarely confronted by the problem of teaching the ele- 
ments of several trades or industrial pursuits, unless local conditions 
should happen to be overwhelmingly in favor of a single industry. The 
needs of the permit pupil, the all-day industrial pupil and the appren- 
ticeship pupil are different and our attempts to meet these various 
needs are likely to result in the slighting of some of them. This con- 
dition is met in every industrial school and is one of the practical ob- 
stacles to the complete success of the system. We find many instances 
of this lack of standardization of conditions and yet it is a good thing 
that we do not have the "lock step." 

In consequence of the foregoing, it has seemed best to your commit- 
tee to set up a few important qualifications that are desirable even 
though they are not fully attainable at the present time. Further, it is 
hoped that this report will receive critical attention from those inter- 
ested and be regarded as suggestive until the problems of Industrial 
Education in Wisconsin have become more clearly defined. 

A. Among the many qualifications for shop teachers we would place 
first and consider most essential, good personality, good habits, high 
moral standards and good health coupled with' a healthy view of life. 
These qualifications are such as to need no elucidation or justification 
and are those which w^ould be required of any good teacher. 

B. The ability to use good English, to impart instruction in a clear 
and forceful manner, is another essential qualification. Imitative 



Institute op Teachers 331 

showing is not high grade teaching. There are many factors in indus- 
trial work which cannot be made clear in this manner and therefore 
verbal instruction is necessary. 

C. A good shop teacher should have the ability to study, to analyze 
and to organize the teaching material of a shop course. Many failures 
in the teaching profession are due to the lack of analysis and organiza- 
tion of the material to be taught so that it may be presented to classes 
and to individuals clearly, simply, systematically and forcefully. This 
need for analysis and organization is greater when we consider the 
pupils of the average shop courses, which not only include permit and 
all-day industrial pupils, but also pupils of the apprenticeship and even- 
ing schools. 

D. Teachers of shop courses should have had a school preparation 
equivalent to that of the average American high school. There may be 
circumstances necessitating the employment of a teacher who has had 
less than this general school training, but in such cases other govern- 
ing qualifications should be exceptionally strong. 

In this connection the committee desires to go on record as believing 
that the educational qualifications of a shop teacher should be on a par 
with those of a teacher of academic subjects. By this we do not mean 
that the same number of years be spent in academic preparation, though 
that would not be at all amiss, but that the "prevocational" academic 
training of the shop teacher should be the same. We hope that the' time 
is passed when a poorly prepared shop teacher is to be employed simply 
because he may be obtained at a low salary or that a mechanic without 
professional training is to be employed simply because he knows a trade. 

E. At a recent meeting of directors of representative institutions of 
the Mississippi valley training teachers for manual training schools, 
trade schools, high schools, etc., the following resolution was passed: 

"Resolved, that this conference believes that promising material 
for the vocational shop teacher is to be found in the professionally 
prepared manual training teacher who supplements his equipment 
by not less than one year's experience in the trade; also in the 
skilled mechanic who supplements his trade equipment by not less 
than one year's special professional preparation." 

This factor of the practical training of a teacher and the professional 
training of a mechanic is one which gathers in importance as we ap- 
proach the more nearly pure trade aspect of the work of the continua- 
tion schools. Are the continuation school shop teachers required to 
teach a trade or are they required to teach such mechanical pursuits as 
will prove of direct benefit to the boy, not only in the work he happens 
to he engaged in at the time, but in any other he may choose later? The 
average teacher employed in a Wisconsin continuation school teaches 
both shop and academic subjects. He has permit boys, all-day continu- 
ation boys, apprenticeship boys and also the essentially different class 
attending evening schools. It is possible also that he has to teach the 
regular manual training school work — the aims of each differ. 

If our assumptions are correct, then it seems that the "trade" side 



332 ^ Outlines of Lessons 

is not of sufficient importance to warrant tlie statement, sometimes made, 
tliat the only good teacliers of shop worlc in our continuation schools 
are those who have had a long shop experience in a trade. It is believed 
that a good, well trained teacher having had the special preparation 
given in a reputable institution for the training of shop teachers, will 
make a good teacher for the continuation school. It is also agreed that 
if he supplements this training by a year's experience in some trade it 
will be of great benefit to him, not only in the specific knowledge gained 
but in the "shop atmosphere" absorbed, the broader outlook obtained 
upon industrial work and conditions and the appreciation developed 
of the meaning of "industry." The committee believes that a mechanic 
should, before teaching, receive a year or more of special training to 
fit him for efficient teaching in the shops of the continuation schools. 

F. Another desirable qualification is the ability to read and to make 
good working drawings and to sketch freely and rapidly with pencil 
and chalk. The former seems so necessary that it may be considered 
essential, while the latter is a most important acquisition. 

G. The teacher should have a real desire to teach a craft in which 
he has recognized ability or some line of work in which he excels. The 
desire to teach often has its mainspring in the desire to make compara- 
tively "easy money," or to use the teaching profession as a stepping 
stone to some other pursuit; we all know of individuals of both of these 
classes. The real desire to teach generates enthusiasm and interest in 
the work and where these qualities exist the whole school atmosphere 
will give evidence of them. 

H. The desire to grow is essential. It is necessary that the teacher 
of shop courses keep abreast of the times and educational trend through 
reading the professional magazines, of study, attending meetings and 
conferences, etc. He should provide himself with a good working li- 
brary, not necessarily a large one, but a selected one. In these ways 
only can the teacher expect to be "up-to-date" and efficient. 

There are many other qualifications which may be considered desir- 
able, but the committee feels that the recommendations made are ample 
to secure excellent shop teachers for the continuation schools. 

In conclusion and by way of summary we recommend the following 
as being proper qualifications of teachers of shop courses in continu- 
ation schools: 

1. Good personality, good habits, high moral standards and good 
health coupled with a healthy view of life. 

2. The ability to use good English and to impart instruction in a clear 
and forceful manner. 

3. The ability to study, analyze and finally organize the material to 
be taught in a continuation or industrial school. 

4. The teacher should have a general school preparation equivalent 
to that of the average American high school. 

5. The technical qualifications should be equivalent to those received 
by the training in an institution preparing shop teachers plus shop ex- 
perience or those of a skilled mechanic whose shop training is supple- 
mented by at least a j'ear's special teaching preparation. 



Tnsti'imttk ov Teachers 333 

6. The teacher should possess the ability to read and to make good 
working drawings and to sketch freely with pencil and chalk. 

7. He should have a real desire to teach along some line in which he 
excels. 

8. It is necessary for a fully efficient teacher to have a desire to im- 
prove himself professionally through study, reading and attending con- 
ferences. 

Respectfully submitted, 

F. D. Crawshaw, 

G. F. Buxton, 

H. W. Schmidt, Chairman 



334 Outlines of Lessons 



Topic 29. 
OUTLINE IN TELEGRAPHY. 



A. T. Ritzman, Superior, Chairman.. 

Prank Mohne, Janesville. 

H. C. Snyder, Stevens Point. 



STEPS IN PRESENTATION. 

1. Define the alphabet, as consisting of "dots" and "dashes." 

2. Show how a "dot" is made on the "Itey." 

3. Show how a "dash" is made on tlie "liey." 

4. Show the difference between a "dot" and a "dash." 

5. Explain briefly the manner in which the "key" responds to the im- 

pulse of the hand. 

6. Explain how the "receiving machine" or "sounder" is operated by 

the "key." 

7. Have the student first practice on the following letters. "E"=one 

"dot" "1"=2 "dots" "S"=3 "dots" "H"=four "dots" p=five 
"dots." 

8. Explain what a "space" in a letter means. "I"=2 "dots" together, 

"0"=2 "dots" but with a "space" between. 

9. Practice on the "space" letters, "C"=2 "dots" "space" one "dot," 

"0"=one "dot" "space" one "dot," "R";="dot" "space" two 
"dots," "Y"=two "dots" "space" two "dots," "Z" three "dots" 
"space" one "dot." 

10. Practice all the letters so far taken. 

11. Present the letters which have "dots" and "dashes," "A"="dot" 

"dash," "B"="dash" three "dots," "D"=:="dash" two 'dots." 

12. Practice the entire alphabet until it can be made without reference 

to a written one. 

13. Explain how to "space" between letters and words, with a larger 

"space" between words than between letters, the same as in 
printed or written matter. 

14. Have student "send" letters and words as teacher points to them. 

15. Have student work alone. They usually get the letters correct but 

the "spacing" is usually incori'ect. 

16. Teacher makes corrections as to incorrect letters and "spacing." 

17. Student "sends" to teacher, which results in more corrections. 



Institute op TEAciiKRS 335 

18. student "sends" to some student who can "receive." 

19. Teacher "sends" to student, letter by letter, giving time enough 

to think each one out and "call" it to teacher. 

20. Students repeat this practice until they have acquired skill in 

"sending" and "receiving." 

21. Present the numerals. 

22. Present punctuation marks. 

23. Explain form of messages and train orders. 

24. Drill upon "receiving" and "sending" the above. 



POINTS TO BE REMEMBERED. 

1. Work must be individual. 

2. Students should be graded and paired, one "sending" and the other 

"receiving." 

3. Table should be "wired" so as to arrange any desired combination 

of instruments. 

4. Teacher should be able to "cut in" on any group. 

By A. T. Ritzman, 

Instructor Class in Telegraphy. 
Superior, Wisconsin. 

April 8, 1915. 



HOW I WOULD TEAOH TELEGRAPHY. 

F. A. Mohns, Janesville. 

The first step that must be taken to teach telegraphy, is t othoroughly 
interest the student by explaining what benefit can be arrived from this 
study. The art is easily learned if the student has made up his mind 
that he wants this class of work. The next step would bn to memorize 
the alphabet, so same could be rapidly written of spokt.i quickly, this 
should not take but short time, when this has been accomplished the 
figures and characters should also be memorized thoroughly the same as 
above, mentioned. 

When all the characters have been memorized, the student should be 
taught how the characters are made on the key, familiarizing them- 
selves with how the key is operated, by making the dots and dashes so 
that they can be made rapidly without hesitation, then each letter, fig- 
ure and punctuation marks made separately until they can be perfectly 
made. 

After all the characters can be made perfectly on key, then student 
should be taught how the letters are formed into words, being taught 



336 Outlines op Lessons 

the right amount of spacing betweeen the letters and words, then by 
practise the speed will increase so that the student will be able to send 
from 25 to 30 Wjords per minute being the usual Raye. After two or 
three months practice the student should be a fair sender but unable 
to receive anything, only when letters would be made very slowly and 
several times. The student will also have to be held under control, so 
that sending will be slow and correct. Fast sending on the start will 
injure the hand so that same will be uncontrolable at a future date. 

In order to learn receiving from sounder, the student must listen to 
their own sending so that they can distinguish the letters by sound, 
thoroughly drilling them to memory so that when they are made they 
can be separated easily and quickly without hesitating. The art of 
receiving takes considerable time and practice and in most all cases dis- 
courages the student, so he loses interest, this is the time when all 
energy should be made to convince the student that in a very short time 
he will be able to master the receiving, and when he finds he can re- 
ceive a few letters the interest will return. The main part of tele- 
graphy is learned by keeping after it, and with the thought, "I am going 
to learn", with this in mind it can be accomplished easily. 

In teaching a class at the school at Janesville last winter term I had 
enrolled twelve at the beginning of the term, holding nearly all students 
up to the last night. All the scholars were real interested in the work 
and am sure that all were in good sending shape, but only a few able 
to receive. Three of the scholars were employed by me at the office 
and therefore had an advantage over the other members of the class, 
and being able to receive from ten to fifteen words per minute. The 
student must be kept after the art until he can master the receiving, 
then by own interest will practice by themselves, gradually forming 
themselves operators. 

The demand for operators is one of the largest in the world. The 
Western Union, is said, to have in their employ at present time approxi- 
mately 250,000 operators. 

Nearly all- the officials of the telegraph companies also railroads were 
at one time telegraph operators. We have in the United States prom- 
inent business heads that were also telegraph operators, all large news- 
paper associations employ operators to transmit ^^he news. The ad- 
vancemerts are large. 



Institutb op Teachers 337 



TELEGRAPHY. 

A. T. Ritzman, Superior. 

Telegraphy means to write afar. By means of it this speed-crazed 
age of ours is en'couraged, and even promoted, by reason of the fact that 
the most distant inhabitants of our country are made oui- next-door 
neighbors, in so far as is concerned the matter of communication. In- 
deed, tlie business man counts that service poor wliich fails to bring to 
him an answer, within an hour, to any inquiry sent hundreds, or even 
thousands, of miles. 

We do not need to dwell upon the usefulness of telegraphy, since we 
may assume that it may be accepted as a matter of fact. 

Now, with reference to the matter of teaching this subject, I shall at- 
tempt to show what has been done, how it was done, and the length of 
time necessary for the average person to secure a working knowledge 
of it, and how that knowledge may be turned to account. 

The experience of you professional teachers in academic and manual 
lines differs so much from mine in one particular that I must point it 
out. You may assign your pupils work to do, and you are able to see 
just how they are doing it. If they are working along right lines you 
know it; if the wrong course is being followed, you can see that also. 
Above all, if no work has been put upon the assignment, you know that 
as well. Now, with my subject, until the pupil is able to "send" a little, 
he works by himself. Suppose I give him a list of words to work at, 
then go on to the next pupil and leave him to study his lesson; when I 
come back to him there is, in the first place, no way for me to know 
whether he has done it at all, much less whether he has done it well. 
Right here is a point which must be watched closely to prevent the 
student from getting a wrong start; for in this subject, as in many 
others, it is of the highest importance that a correct practice be ob- 
served, since constant practice will confirm a wrong or right method. 
It may be learned in one hundred nights of study well enough for him 
to handle an easy position, and he may advance to a better one as he 
acquires experience. 

Our table is so wired that, by the use of switches, pupils may work 
singly, or in pairs. We first take up the alphabet, which consists of 
dots and dashes. After the alphabet is mastered, comes the sending of 
words, always the proper attention being given to the spacing between 
letters and words, that being similar to spacing used in printed matter. 

Receiving is rather more difficult than sending; you should not send 
faster than your ability allows. In learning how to receive, the sender 
sends slowly to the receiving person until a point is reached where 
the speed can be increased, and then increased enough to make the re- 
ceiver think quickly. A large per cent of the errors in telegrams is 
due to poor judgment as to the proper speed which operators should 
use. 



338 Outlines of Lessons 

There is certain clerical knowledge necessary for the full equipment 
of one who works in a small office, which we do not attempt to teach; 
that may be learned later, it is the technical knowledge which the 
pupil must have to secure a position and hold it. 

We had last year a Jewish boy who took up the work with us. "When 
I first looked at him I thought he would never make good. Perhaps I 
have never had, in my experience, a candidate who gave so little prom- 
ise as this fellow. He was employed in the day time firing a boiler, 
receiving $2.00 for a twelve or fourteen hour day. This boy was a 
worker, none better; not what you would call a gifted boy, except in 
his capacity for work. Six months from the time he came to us he had 
a position as operator at a small railroad station. He received at the 
start $60 per month for eight hours work; that is, eight hours on duty, 
but possibly he did not work more than two hours in the eight. I 
have since lost track of him, but I understand that he is getting along 
fine. Now, so far as this boy is concerned, it was certainly worth his 
while to have taken up telegraphy. He gave himself a better position, 
and incidentally a new language for his hands. 



Institute of Teachers 339 



SUMMARY OF REPORTS— 1913-1914. 



APPRENTICES. 



The information for day apprentices, gatliered from the annual re- 
ports of continuation schools, has been tabulated. 

Apprentices are found at Beloit, Fond du Lac, Green Bay, La Crosse, 
Milwaukee, Oshkosh, Sheboygan, South Milwaukee, Superior, West Al- 
lis. Enrollment 558. Leaving 1. Withdrawals 12. Contracts ending 
78. Returned to established schools 0. Enrollment at close of school 
342. Average weekly attendance 343. 

The distribution of attendance is as follows: Attending 32 weeks, 5 
hours per week, 125; 31 weeks, 28; 30 weeks, 14; 29 weeks, 17; 28 
weeks, 9; 27 weeks, 9; 26 weeks, 8; 25 weeks, 33; 24 weeks, 24; less 
than 24 weeks, 275; total 558. 

The enrollment by ages is as follows: 16 years old, 02; 17 years old, 
111; 18 years old, 99; 19 years old, 79; 20 years old, 47; 21 years old, 
14; 22 years old, 8; 23 years old, 10; 24 years old, 3; 25 years old, 16. 

Enrollment by grades is as follows: 6th grade 58; 7th grade 86; 8th 
grade 175; High School 146; — 527 apprentices being boys, and 31 girls. 

Enrollment by employment is as follows: Machine shop work 61; 
carpentry 26; pattern making 86; printing 27; plumbing 2; dressmak- 
ing 4; millinery 1; miscellaneous 171. 

Total number of employers 76; teachers 19; total expense $12,439.54; 
cost per capita based on 558 apprentices is $22.30; per cent of ap- 
prentices complying with law of attendance, 97.2. 



PERMIT. 

The tabulated data with reference to persons attending the Permit 
School is as follows: Number of permits 10,477. Persons over 14 and 
under 16 employed in domestic service 608. Enrollment for year 9461. 
Number leaving 41. Number withdrawals 4082. Number withdrawals 
account 16 years old 3079. Returned to regular schools 100. Enroll- 
ment at close of school 4174. Average weekly attendance 4458. 

The distribution of attendance is as follows: Attending 32 weeks 
1672. 31 weeks 287. 30 weeks 352. 29 weeks 293. 28 weeks 376. 27 
weeks 192. 26 weeks 214. 25 weeks 236. 24 weeks 420. Less than 24 
weeks 6575. Total 10,432. 



340 Outlines op Lessons 

The enrollment by ages is as follows: 14 years old 1178. 15 years old 
5503. 16 years old 3617. 17 years and over, 5. 

Enrollment by grades is as follows: 5th grade 291. 6th grade 4882. 
7th grade 2603. 8th grade 2317. Unclassified 350. 

Enrollment by employment is as follows: Department stores 225. 
Messenger service 107. Mills 353. Factories 1968. Housework 592. 
Dressmaking 10. Millinery 27. Miscellaneous 681. 

Total number of employers is 1423. Teachers 75. Total expense 
$137,846.50. Per capita based on 9461 permit pupils is $14.57. 
Per cent complying with law — approximately 90. 



INDUSTRIAL. 

The tabulated data with reference to persons attending the all day 
industrial and commercial schools is as follows: 

Number exceptional pupils and by transfer 175. Enrollment for year 
1158. Number leaving 17. Number withdrawals 165. Number with- 
drawals account 16 years old, 57. Number returned to regular sch'^oii 
42. Enrollment at close of year 272. Average weekly attendance 489. 

The distribution of attendance is as follows: Attending 32 weeks 
104. 31 weeks 19. 30 weeks 0. 29 weeks 7. 28 weeks 13. 27 weeks 10. 
26 weeks 10. 25 weeks 4. 24 weeks 30. Less than 24 weeks 963. 
Total 828. 

Enrollment by ages is as follows: 14 years old 174. 15 years old 342. 
16 years old 85. 17 years old 139. Total 743. 

Enrollment by grades is as follows: 5th grade 4. 6th grade 156. 7th 
grade 157. 8th grade 173. Unclassified 247. 

Total number of teachers 48. Total expense $36,782.66. Cost" per 
capita based on 1158 pupils is $31.76. Positions filled 305. 



EVENING SCHOOLS. 

The tabulated data with reference to persons attending the evening 
schools is as follows: 

Men 6887. Women 7389. Total number enrolled 14,276. Number 
leaving 3030. Number withdrawals 443. Number returned to regular 
school 17. Enrollment at close of school 6791. Average weekly at- 
tendance 6712. 

Enrollment by employment is as follows: iBookkeepers 336. Sten- 
agraphers 379. Laborers 637. Students 208. Housekeepers 769. Store 
clerks 940. At home 518. Clerical work 275. Machinists 469. Car- 
penters 124. Factory workers 1796. Electricians 79. Printers 6'3. 
Laundry workers 33. Helpers 49. Dressmakers 127. Telephone oper- 
ators 200. Tailors 17. Milliners 54. Teamsters 17. Messengers 14. 
Plumbers and steam fitters 11. Candy factory workers 10. Draftsmen 
121. Moulders 49. Painters 35. Blacksmiths 27. Cabinet makers 16. 



Institute of Teachers 341 

Plasterers 1. Teachers 290. Pattern makkers 18. Waitresses 426. 
Librarians 5. Salesmen and women 51. Railroad employees 29. De- 
livery boys 13. Tinsmiths 9. Erectors V.\. Typesetters 11. Storekeep- 
ers and business men 197. Domestics 27H. Woodworkers 4F). Bakers 9. 
Rubber workers 20. Tanners 41. Farmers 11. Lumbermen SI. Nurses 
10. Mechanics 722. Miscellaneous 3365. 

Number of teachers 328. Expense $85,769.63. Per capita based on 
14,276 enrolled is |6.01. 



GENERAL FINANCIAL REPORT. 

Of receipts and disbursempntp of continuation schools (apprentice- 
ship, permit, all day industrial, commercial, and evening) for the 
year July 1, 1!U3 to .tunc 30, 1914. 

Receipts. 

Cash on hand July 1, 1913 .$67,004.57 

Received from state— 1912-1913 50,325.10 

Received from tax levy ' 240,100.60 

Miscellaneous 7,476.40 

Overdraft 9,152.47 

Total $374,059.14 

Disbursements. 

Salaries, teachens, industrial $10,289.93 

Salaries, teachers, continuation 72,046.00 

Salaries, teachers, commercial 11,714.19 

Salaries, teachers, evening 60,411.87 

Maintenance 70,103.07 

Contingent expenses 43,837.13 

Miscellaneous 10,359.46 

Balance on hand 89,297.49 

Total $374,059.14 



342 



Outlines of Lessons 



MEMBERS OF INDUSTRIAL BOARDS, 1915. 



Antigo. 



Eau Claire. 



R. A. Brandt, Superintendent. 
F. A. Hecker, 
Harry Jackson, 
Edward Doner, 
Wm. Meyer, 

Appleton. 

Jos. E. Thomas, President. 
Chas. Thompson, Secretary. 
Carrie E. :Morgan, Superintend- 
W. A. Fannon, 
"Wm. A. Bruce, 
ent. 

Ashland. 

F. M. Clark, President, 

T. B. Cluver, Secretary, 

V. T. Thayer, Superintendent. 

F. C. Tarbox, 

F. S. Dhooge, 

Beaver Dam. 

Silas McClure, President, 
Edw. F. Schultz, Secretary, 
L. R. Crentz, Superintendent. 
T. E. Fitzmaurice, 
Henry Fraber, 

Beloit. 

Supt. F. E. Converse, President. 

C. J. Mitchell. Secretary, 

Martin Yaeger, 

F. L. Lane, 

E. M. Thompson. 

Chippewa Falls. 

W. C. Richter, President, 
Supt. C. J. Brewer, Secretary. 
M. S. Bailey, 
J. B. Pitroski, 
Walter Risteen, 

Cudahy. 

Fred Simon, President, 
George A. Powers, Secretary, 
Jesse Cory, Superintendent. 
C. F. Becker, 
Joseph Herwig, 



F. W. Thomas, President, 
Aug. Burkart, Secretary, 
W. H. Schulz, Superintendent. 
Henry Leinenkugel, 
Oluf Carlston, 

Fond du Lac. 

F. J. Rueping, President, 
John Thalheim, Secretary, 
J. E. Roberts, Superintendent, 
Herman Michler, 
John Jens. 

Grand Rapids. 

W. F. Kellogg, President, 

C. W. Schwede, Superintendent, 

F. S. Gill, 

Guy O. Babcock, 

C. A. Hatch. 

Green Bay. 

E. B. Wainwright. President, 
R. E. St. John, Secretary, 
A. W. Burton, Superintendent. 
Carl Hartman. 
J. E. Kettenhofen, 

Janesville. 

Fred L. Smith, President, 
Carl A. Buchholz, Secretary, 
H. C. Ruell. Superintendent. 
V. P. Richardson, 
Arthur E. Badger, 

Kenosha. 

A. G. Children, President. 
Supt. Mary D. Bradford, Sec- 
retary. 
Lynri T. Hannahs, 
Frank L. Wells, 
Herman Mueller, 

La Crosse. 

J. B. Funke, President, 
L. P. Benezet, Secretary. 
A. A. Schroeder, 
John Rusche, 
Louis Hirshheimer, 



Institute of Teachers 



343 



Madison. 



T. G. Murray, President, 
Supt. R. B. Dudgeon, Secretary, 
Milo Kittleson, 
W. H. Collins, 
John L. Bourke. 



Oshkosh. 



M. C. Judson, President, 

Supt. M. N. Maclver, Secretary. 

S. C. Radford, Jr., 

F. A. Meyer, 

Geo. Ransom. 



Manitowoc. 

Supt. P. J. Zimmers, President, 
Herman Daeke, Secretary, 
John Schroeder, 
E. J. Morris, 
Miss Marie Rahr. 



Portage. 

W. r. Gault. President, 

W. .M. Edwards, Secretary. 

W. G. Clough, Superintendent. 

C. J. Klug, 

J. A. Older. 



Marinette. 

H. W. Pope, President, 
Francis Hood, Secretary. 
G. H. Landeraf, Superintendent. 
Chas. A. Goodman, 
Alfred Tennyson. 



Racine. 

John Wiechers, President, 
Supt. B. E. Nelson. Secretary. 
W. G. Gittings, 
Chas. Miller. 
J. W. Dearsley. 



Marshfield. 

A. G. Felker, President, 
E. C. Dickerson. Secretary, 
C. W. Otto, Superintendent. 
J. Pflum, 
Henry Kolshed, 



Sheboygan. 

E. W. Schultz. President, 
Supt. H. F. Leverenz, Secretary. 
C. J. Wolf, 
A. Balzer, 
Herman Diers, 



Menasha. 

Supl. .John Callahan, President, 
Jacob Liebl. Secretary, 
Joseph E. Hill, 
Frank Oberweiser, 
L. W. Whit more. 



South Milwaukee. 

Matthew Potter, President. 
SuPt. Fred W. Hein. Secretary. 
John E. Roets, 
Alex. Stosick, 
Irv'ng Fink, 



Menomonie. 

Supt. C. G. White, President, 
B. L. Kabot, sjer'i-eta.^v, 
B. H. Waterman, 
A. Magnusen, 
S. H. lAIetcalf. 



Stevens Point. 

L. R. Anderson, President. 
Herbert C. Snyder, Supt., 
W. S. Young, 
S. H. Worzalla, 
Miss Carrie Frost. 



Milwaukee. 

FYank J. Machett, President. 
J. D. Hickey. Secretary, 
A. J. Lindemann, 
Jos. La Fluer, 
M. C. Potter. 



Superior. 

Frank Hayes, President, 
Supt. W. E.Maddock, Secretary. 
T. J. Roth, 
W. K. Link, 
B. N. Paddock, 



Neenah. Two Rivers. 

H. K. Babcock, President. G. A. Magee, Pres"dent. 

Supt E. M. Beeman, Secretary. W. J. Hamilton, Supt., Sec. 

W. W. Osborn, H. C. Wilke, 

George L. Madson, Guido Berger. 

Wm. Jackson, Henry Nienstedt. 



844 



Outlines of Lessons 



Watertown. 

E. C. Wolfram, President, 
Thomas J. Berto, Superintend- 
ent and Secretary. 
Geo. C. Lewis, 
Chas. Kohn, 
Emil Creutz, 

Waukesha. 

H. L. Horning, President, 
Supt. G. F. Loomis, Secretary, 
Geo. E. Harris, 
W. H. Sleep, 
John- Enders. 



Wausau. 



Karl Mathie, President, 
W R. Johnson, Secretary, 
S. B. Tobey, Superintendent. 
L. N. Larson, 
C. G. Krueger, 



West Allis. 

Fred Wegner, President, 
T. J. Jones, Superintendent. 
Geo. P. Gerlinger, 
John Ganzer, 
A. L. Prior, 



Institute of Teachers 



34o 



TEACHERS EMPLOYED IN CONTINUATION 
SCHOOLS 1915. 



Appleton. 

W. F. Faulkes, 
?*Iabel Burke, 
Edward Berg, 
Helen Patterson, 
E. Witthuhn. 
A. Whitmore, 
John Challoner, 
Grace Kane, 
Harriet Rommel, 
Florence Burr, 
Helen Young, 
A. Bjorkaland, 
Otto Dorr, 
H. Schlintz, 
Ben Elliott, 
N. Fields. 

Beaver Dam. 

Margaret Nelson, 
E. P. Hanley, 
Anna Schwietzka, 
Mary Spellman. 
Rev. K. Maclnnis. 
Hazel White, ^ 

Beloit. 

Lewis H. Wood, 
Gerald F. Zarwell, 
Ruth Fluekiger, 
L. A. Wirick, 
J. A. Armstrong, 
A. M. Chickering, 
A. F. McLeod, 
M. E. Wharry, 
L. D. Wilkinson, 
W. C. Heath, 
O. Ritland, 
Rev. A. Giovannoni, 
Miss M. C. Whelan, 
Miss H. Brigham, 
Mrs. Anna Gilbert, 
Mrs. Henry Walsh, 
Emma Howarth, 



Beloit. — Continued. 

Mrs. Julia McAlpin, 
Mrs. E. W. Er/ine, 
Mrs. Eugine Reitler, 
L. G. Kuenning, 
Kate Perring, 
H. C. Rawson, 
J. B. Clark, 
Mary Ingelby, 
F. A. Novak, 
K. A. Wetzler, 
John Foley, 
H. O. McCabe, 
Mrs. Nels Helom, 

D. C. Thompson, 
Mrs. Marie Johnson, 
Mrs. W. Carter, 

W. H. Thompson, 
Miss Mary Burns, 
Henry Angel, 

Chippewa Falls. 

Hattie Mordell, 
O. O. Wheeler, 

A. D. Curtis, 

B. A. Marcell, 
Elizabeth Hurst, 
Ada Gillett, 
Minda Hogseth. 

Grand Rapids. 

E. L. Hay ward, 
Mary L. Holmes, 
Lotta M. Lower, 
Lillian Gaskell, 
Beulah Searles, 
Louise Ogan, 
Mabel Lynn, 
Eugene Stinebaugh, 
Guy J. Ehart, 

H. F. Kell, 
J. B. Mull, 
B. W. Wells, 
H. E. Merritt, 
Raymond L. Kittell. 



346 



Outlines of LESSOisfg 



Cudahy. 

Jesse F. Cory, 
Una E. Lambert, 
Leonard Barrett. 
R. Weissmueller. 

Eau Claire. 

Wm. W. Dixon, 
Martha Gaustad, 
Eleanor Quigg, 
C. S. Felton, 
B. F. Headley, 
Mae Gunderzik, 
Agnes Patterson, 
Mrs. J. A. Shane, 
Robert Kelley, 
Ingabor Sather, 
Arent Baker, 
M. F. Kerslager, 
Roy Davis, 
Randa Severson, 
Geraldine Gormley. 

Fond du Lac. 

Samuel D. Hendershott, 
Harriet B. Goessling, 
Karl K. Borsack, 
Minnie De Sombre, 
O'Letta Erhart, 
Jos. J. Bransby, 
Clarinda McKensie, 
Nellie Ryder, 
Ben Elliott, 
B. F. Sweet, 
R. J. Callahan, 
Anna B. Bowles, 
Verna J. Goelzer, 
Ellis Walker, 
Tracey E. Cone, 
Hattie Nimz, 
Cyril Davey, 
Phil. Panetti, 
Theresa Spellacy, 
L. Briggs, 
J. P. McCoy, 
T. M. Griggs, 
Henry Schwartz, 
M. L. Smith. 

Green Bay. 

E. E. Gunn, Jr., 
Mrs. E. Gibson, 
Miss E. Huenger, 
D F. BirdsaU. 
Josephine Burke, 
Alice Kelley, 
Alice Lefevore, 
C. W. Byrnes, 
Florence O'Neil, 



Green Bay. — Continued. 
Emma Toule, 
Louise Stern, 
Geo. Lusk, 
Edwin Valentine, 
Anna Geyer, 
Mrs. E. E. Gunn, Jr., 
Libby Hansen, 
Marion Hoeffel, 
Mae L. McCormick, 
Gertrude Wagner. 

Janesville. 

C. P. Hill, 
Ella Kuehlthau, 

' Miss Inman, 
Miss Boylan, 
P. A. Mohns, 
Nelle Hudson, 
A. C. Lamb, 
A. A. Finkh, 
Dudley Somerville, 
L. L. McCarthy, 
Rev. John Baccaria, 
Lucy Whitmore, 
Bertha Rudersdorf, 
Grace Matthews, 
Grace Wilson, 
E. M. Diehls, 
G. A. Anders. 
Miss Lulu Foley, 
E. J. Manning, 

D. D. Manross, 
N. Beth Bailey, 
Ida Lunde, 
Mary Klingbeil, 
Mrs, Bunn, 
Gertrude Buchholz, 
Mrs. Kolle, 

Grace M. Monroe, 

Kenosha. 

D. E. Scull, 
liaura E. Hahn, 
Nellie Warner, 
Edwin StrausA, 
Benjamin Rundeif, 
Hugh B. Murphy, 
Edmund Harrington, 
• Lillian Otto, 
John B. Maloney, 
Herman Albrecht, 
H. H. Kopplin, 
Rachael Kanarr, 
Cornelia Shaw, 
Caroline Vomastek, 
Margaret Ader, 
Ella G. Williams, 
Effie Kinney, 
Edna Hood, 



Institute op Teachers 



347 



K enosha. — Continued. 
Nina Callahan, 
Rose Wesley. 



La Crosse. 

Thos. G. Sutherland, 
Gertrude L. Brandt, 
Kobt. Butler, 
Margaret Cavanaugh, 
H. Freise, 
K. Gallagher, 
1. H. Kircher, 
Edwin Peart, 

C. U. Brower, 
Wm. D. Mayo, 
Carl I. Erickson, 
John Carpenter, 
Ruth Kirkland, 
Serene Pjelstad, 
F. H. Thomas, 
Anna Collins, 

A. R. Mitchell, 
Geo. W. Frey, 
Eliz. GillesiJie, 
Cora Kempter, 
Beatrice Leissering, 
Flora Prescott, 

D. H. Shepardson, 
J. F. Stuckert, 
Magdalene Tillman, 
Bertha Cleveland, 
Grace Gesell, 



Madison. 

A. W. Siemers, 
Mrs. R. MacDonald, 
M. P. Mitchell, 
Lulu Westenhaver, 
Edna Gibbs, 
M. Regina Dolan, 
Marguerite Birong, 
Joseph Braith, 
Mrs. L. F. Best, 
Alice Carey, 
Elizabeth Coleman, 
Thomas Ferguson, 
Mrs. Wm. Hogan, 
Wm. Heinrich, 
Louisa Hesse, 
E. L. Jay, 
Henry W. John, 
Lillian Kennedy, 
R. R. Luce, 
Fred P. Loomis, 
Lillian Murphy, 
Ford McGregor, 



Madison. — Continued. 
Mabel McMurray, 
Mrs. M. P. Mitchell, 
A. C. MacQuarrie, 
Euiuce Ryan, 
Florence Robinson, 
Milton C. Steuber, 
Edward Schmelzkopf 
Charles Schimel, 
Bessie Tyi'rell, 
Ina A. Zilish, 
Ida Russell. 



Manitowoc. 

W. F. Weisend, 
Gustave Levenhagen, 
Emma tUusen, 
Emma Fehrman, 
Louise Markham, 
Jennie Martin, 
Mrs. E. Tollefson, 

B. G. Elliott, 

C. G. Stangel, 
M. Field, 

Marie Levenhagen, 
Mr.s. Nan Martin, 
J. W. Martindill, 
Mrs. W. F. Wiesend, 
IMatena Tollefson. 
Theo. Peterson, 
Francis Wgchos, 
Benj. Reich, 
Mrs. P. Roth, 
Edith Ruddock, 
Leslie Rumsey, 
Frank Vraney, 
M. Langmas. 



Marinette. 

Frank W. Hanft, 
Margaret Scherer, 
Carmen Savage, 
J. E. Ely, 
Sadie Lewis, 
A. D. Rose, 
Lena Gagnon, 
J. E. Fults. 



Marshfield. 

Roy J. Carver, 
Alvin Osthoff, 
Angela Pinion, 
Morgia Mansur, 
Mrs. R. J. Carver, 
Mrs. Delia W. Benfer. 



348 



Outlines of Lessons 



Menasha, 

R. W. Hargrave, 
Mabel C. Easterbrook, 
Cora Oberdorfer, 
S. E. Crockett, 
Clara E. Dix, 
Elida Casperson, 
Esther Collins, 
Lucy Janowski. 

Menomonie. 

John O. Steendahl, 
Nellie Wehrle. 
Otto Haack, 
W. J. Macauley, 
L. E. Standish, 
Christy Halseth, 
Caroline Helmer, 
W. Dush, 
E. McCauley, 
Mary Ehrhard, 
Sarah Ohnstad, 
Mrs. S. H. Metcalf, 
L. Jacques. 
Ruth Meyei:s. 

Milwaukee. 

Central Day tG Evening School. 
R. L. Cooley, Director, 
W. C. Sieker, Prin., 
Frances Atkin, 
Ella P. Bartel, 
Adalene B. Benjamn, 
Charlotte A. Buemming, 
Mary Bushnell, 
Anna E. Englert, 
L. A. Crocker, 
Margie Davies, 
Teresa Gardner, 
Ruth M. Gillett, 
Isabelle Hack, 
Grace King, 
John J. Metz, 
Anna O. Olson, 
E. P. Pickhardt, 
Ira D. Pilliard, 
J. L. Smith, 
Matilda Stelnbrecher, 
R. W. Tarbell, 
Eliz. Tonigan, 
Cora J. Zinkgraf, 
Robert B. Otis, 
H. G. Ruenzel, 
N. F. Kohl. 
H. H. Eggebrecht, 
John Gieschen, 
Joseph M. Barr, 
John B. Coleman, 
Herbert L. Connell, 



IViilwaukee. — Continued. 
R. E. Davis, 
C. P. Davey, 
H. J. Harries, 
Bessie Hickey, 
F. W. Krotzer, 
John Landesco, 
L. R. Larsen, 
Geo. W. PulHam, 
Jeanette B. Trux, 
Mrs. Verna Wadleigh, 
H. M. Winkel, 
Carl A. Wille, 
Josephine Messman, 
Sarah Bertke, 
W. S. Buckeridge, 

F. A. Coffin, 
S. J. Gates, 
V. H. Kadish, 

John A. McCormick, 
L. C. Parker, 
Mrs. Anna Ribbe, 

G. B. Smith, 
Margaret Ware, 
Otillie Wittig, 
Maude F. Willis. 
Louise Steiner, 
W. K. Weissbrodt, 
H. Logemann, 
Evelyn M. Walmsley. 

Cass Street Evening School. 
Thos. W. Boyce, Prin., 
Sarah Callen, 
Chas. Kahle, 
Mary Kieni, 
Minnie Doermer, 
Audrey S. Batchelder, 
Lucie Eurekhaidt, 
Harold W. Connell, 
Ruth E. Graper, 
Adolph Hafner, Jr. 
Anna McGlone, 
Daisy Palmer, 
Belle Smeaton, 
Mrs. Pearl Wones. 

Hanover Street School. : 
Henry Krueger, Prin., 
Nellie Peterson, 
B. C. Paczkowski, 
Viola Kratche, 
Geo. Elleson, 
John Ferguson, 
Huldreich Klatt, 
Leonard Kleczka, 
Clara LivesaJ^ 
Addle Meister, 
Mary Nelson, 
Stella Petrykowski, 



Institute of Teachers 



349 



Milwaukee. — Continued. 

Blanche Soboleski, 
Ann Schuler, 
Arthur Seher, 
Carl Stephany, 
Edw. Schuman, 
Louis Ulrich, 
Feter McGee, 
Margaret Schiffer, 
Adrian Wedemeyer, 
Martha Yankoski. 

Eighteenth Ave. School. 
H. S. Schnell, Prin., 
Clara Markwiese, 
Laura Boyle, 
Hilda Schuengel, 
Anna Siovers, 
p]rnest Traeger, 
Edw. McCabe, 
Helen Holtz, 
Helen Filtz, 
Margaret McGuine, 
Mae Canning, 
Mrs. Laura Tanner, 
Mrs. Millie Griffin, 
H^omer B. Harrison, 
Laura Willis, 
J. Sidney Studloy, 
Clara E. Whitham, 
.Tarvis G. Clarkson, 
Clara Conrad, 
Charlotte A. Buoraming. 

Riiip Street School. 
Wm. F. Sell, Prin., 
Mrs. Sophia Denzer, 
Henry Braun, 
Ivouise Binzel, 
Thomas Diamond, 
May Fitzimmons, 
E. Hegeman, 
Mcta Kroesing, 
Adrian Wedemeyer, 
Martha Yankoski, 
Amelia McMinn, 
Lillian Wendt, 
Eleanor Phillips, 
Peter McGee, 
Fred Meyer, 
Annette Kottmauer, 
Edwin Kottmauer, 
H. B. Wilson, 
.Joseph King, 
Meta Memmler, 
Katherin Murphy, 
Norma Ran, 
Evelyn M. Walmsley, 
Elsie Suckow. 
Louis Ungrodt, 



Milwaukee — Continued. 

Lloyd Street Evening School. 
John A. niederichsen, 
Jane M. Fellows, 
Celia Burr, 
Lotta B. Fowler, 
Agnes Streng, 
Emma Brenner, 
Nellie Banks, 
I). C. Carr, 
Hazel Wiggin. 
B. F. Schiek, 
Mrs. Hattie A. Banks, 
Mrs. A. W. Belcher, 
Charlotte A. Buemming, 
Mary E. Fleming, 
Alvina Frahm, 
Viola Kratche, 
Eugena H. Mahler, 
Hannah Marks, 
Marie Schuele, 
Carmen C. Sieker, 
Bertha Warth, 
Sam'l Wilde, 
Mrs. D. C. Carr, 
Mrs. Hazel Wiggin, 
Adolf Hafner, Jr. 
Frances Jelinek, 
Mrs. Hattie Banks. 

Neenah. 

Newton Van Dalf-em, 
Lydia A. Broadbent, 
Mrs. L. E. Riegal, 
Myerla Tugeiulreich. 
Roy Junkman, 
FMna Ulrich, 
Mildred Jagerson, 
H. L. Post, 
Beatrice Thrun, 
Pearl McKenny, 

Oshkosh. 

L. P. Whitromb, 
N. C. Shraa, 
Edith Scott, 
W. E. Clark, 
W. H. Leaman, 
Avis Merrill, 
D. H. Wright, 
Jennie Oxholm, 
Julia MacNfchol, 
C V. Nevins, 
C. L Yule. 
Isabella Clark, 
Noel Baer, 
Margaret Ellsworth, 
Julia Wolcott, 
James Willey, 



350 



Outlines of Lessons 



Oshkosh. — Continued. 
Arthur Ziebell, 
Chas. Warning, 
Marian Peake, 
James Fitzgerald, 
James Mutcli, 
W. N. Skowlund, 
Josepliine Nolte, 
Sarali Gruber, 
Bonnie Castle, 
Gladys Stillman, 
C. C. Field, 
P. J. Fink. 



Racine. 

A. R. Graham, 
Elizabeth Fratt, 
Mary Moyle, 
D. A. Shepard, 
W. F. Hood, 
Mabel Watson, 
Geo. Krenzke, 
Harriet Mason, 
Isabel Mertle, 
Elizabeth Hood, 
T. S. Rees, 
A. Peterson, 
H. C. Denny, 
Kathryn Gilday, 
Minnie Tesch, 
Elizabeth Gilday, 
Guney Frank, 
Frances O'Laughlin, 
Angela Hegner, 
Marian Corsse, 
Ivah Gish, 
Mrs. Harry Orth, 
A. J. Dremel, 
H. B. Hinkel, 
Adel Berentsen, 
Alicia Taken, 
Laura Hazel, 
Irene Dunn, 
J. C. NeCollins. 
Mrs. Delia Cadwell, 
Willard Lannard, 
Dorothy Perham, 
L. W. Brooks, 
Marion Vanden Brook, 
Nellie Nusser, 
Ella Tormey, 
Caroline Blackburn, 
John Owen, 
J. G. Childs, 
Joel Carrington, 
L. C. Roberts, 



Sheboygan. 

Leonard R. Evans, 
Edith H. Conner, 
Mildred Kenzel, 
Geo. Rietow, 
Jessie L. Wright, 
Minnie Gruebner, 
Claude G. Streeper, 
F. W. Broer, 
Margaret P. Dynes, 
Myrtle D. Mayo, 
E. A. Berkly, 
C. A. Strange, 
S. J. Leland, 
Rebecca Von Kass, 
Mrs. Abbie Vanouerker, 
Ellen Weeks, 
Clara Nappe, 
Neelie Toutenhoofd, 
Elizabeth Warner, 
Anna Pilger, 
Rhea Gibson, 
Katharine Mailman, 
C. N. Wilson. 

South Milwaukee. 

Manola Chamberlain, 
Hazel M. Heyer.' 

Stevens Point. 

C. C. Hayward, 
Elva Costello, 
Amy Riley. 
Bessie Oldfield, 
M. B. Wooten, 
Kate Foley, 
Anna Olsen. 

Superior. 

Paul B. Clemens, 
W. L. easier, 
Eula Dewey, 
Katherine Dewey. 
Jane Rehnstrand, 
J. H. Jorden, 
A. T. Ritzman, 
J. Adams. 
Kate M. Bartley, 
A. E. Ortquist, 
Mary Alice Nadler, 
John G. McBride, 
Agnes Currie, 
Jessie Davis, 
M. MacRae, 
Frank Gore. 
R. D. Gould, 



Institute of Teachers 



351 



Si'perior. — Continued. 
Elizabeth Allen, 
Ethel Adams, 
Elizabeth R. McCormick. 
J. G. King, 
A. T. Conrad, 
Sara Crumpton, 
Florence Hill, 
N. A. Valby, 
R. W. Springer, 
Margaret Spielmacher, 
Joseph Wiener, 
H. A. George, 
Beatrice Kenny, 
G. A. Hunter, 
Alice Mae O'Neill, 

Two Rivers. 

Malcolm Tidmarsh. 
Mrs. Grace K. Wright, 
Gleason Scovil, 
Salome Rehrauer, 
Edith Constine, 
Lydia Schaper, 
Edna Dickson, ' , 

Mrs. Flagler, 
Miss Blaha, 
Miss Kumbalek, 
Mr. Rockwood. 



Wausau. 

LeRoy Schaefer, 

Hanna S. Brunstad, 

Louise Rates, 

Lucille Hebard, 

May Wilson, 

Sarah Miller, 

Gertrude McGuine, 

Mrs. Cassandra E. Thrasher, 

Minnie Thompson, 

Olga Heinrich, 

Mr. Lebozici, 

Fred Maynard. 



West AMIS. 

Ray Anderson. 
G. A. German, 
E. C. A.ssman, 
H. E. Welbourne, 
Elsie Hemmann, 
Jeanette Antram, 
M. .J. W. Phillips, 
Robt. Ninez. 
Alice Miller, 
Mildred Alexander, 
Homer Fay, 
L. C. Sears, 
Joel Carrington. 



352 Outlines of Lessons 



SUMMARY OF ANNUAL REPORTS, 19)3-1914. 



Appleton. 

Industrial Continuation Evening Total 

Attendance 87 196 97 290 

Disbursements $5,766.38 $4,060.00 $1,018.00 $10,844.39 

State aid 2,883.19 2,030.00 509.00 5,422.19 

Population, 1910, 16,773. One person in . 58 of the population at- 
tended. Assessed valuation July 1, 1914, $14,048,915. Dicbursements 
were .000772 of the valuation. General per capita cost, $39.37. 

Beaver Dam. 

Industrial Evening Total 

Attendance 70 73 143 

Disbursements $1,254.46 $171.00 $1,425.46 

State aid 627.23 85.50 712.73 

Population, 1910, 6,758. One person in 47 of the population at- 
tended. Assessed valuation .July 1, 1914, $3,848,242. Disbursements 
were .000371 of valuation. General per capita cost, $9.97. 

Beloit. 

Industrial Continuation Evening Total 

Attendance 63 67 427 553 

Disbursem,ents $4,560.42 $2,631.94 $3,533.06 $10,725.42 

State aid 2,280.21 1,315.97 1,766.53 5,362.71 

Population, 1910, 15,125. One person in 27 of the population at- 
tended. Assessed valuation, July 1, 1914, $13,422,607. Disbursements 
were .000807 of the valuation. General per capita cost, $24.80. 

CRippewa Falls. 

Continuation Commercial Evening Total 

Attendance 20 22 88 130 

Disbursements '$727.50 $1,148.00 $758.74 $2,634.24 

State aid 363.75 574.00 379.37 1,317.12 

Population, 1910, 8,893. One person in 68 of the population attended. 
Assessed valuation, July 1, 1914, $6,196,526. Disbursements were 
.000425 of valuation. General per c^^pita cost $20.26, 



Institute of Teachers 353 



Cudahy. 

Continuation Evening Total 

Alt'enclance 108 63 171 

Disbursements ■ $1,816.56 $249.00 $2,065.56 

State aid 908.28 124.50 1,032.78 

Population, 1910, 5,000. One person in c.9 of the population at- 
tended. Assessed valuation, July 1, 1914, $4,023,387. Disbursements 
were .000513 of valuation. General rer capita cost, $12.08. 



Eau Claire. 

Industrial Continuation Evening Total' 

Attendance 96 24 87 207 

Disbursements $4,819.45 $1,878.58 $884.00 $7,582.03 

State aid 2,409.73 939.29 442.00 3,791.02 

Population 1910, 18,310. One person in 90 of the population attended. 
Assessed valuation July 1, 1914, $10,247,674. Disbursements were 
.000740 of the valuation. General per capita cost, $36.63. 

Fond du Lac. 

Industrial Continuation Evening Commercial Total 
Attendance . . 82 203 623 26 744 

Disbursements $975.49 $4,103.70 $2,319.92 $778.23 $8,177.34 

State aid 487.75 2,051.85 1,159.96 389.12 4,088.67 

Population, 1910, 18,797. One person in 25 of the population at- 
tended. Assessed valuation, July 1, 1914, $12,508,335. Disbursements 
were .000653 of valuation. General per capita cost, $9.81. 



Green Bay. 

Industrial Continuation Evening Total 

Attendance 60 151 309 520 

Disbursements $500.00 $3,040.00 $2,106.08 $5,646.08 

State aid 250.00 1,520.00 1,053.04 2,823.04 

Population, 1910, 25,286. One person in 48 of the population at- 
tended. Assessed valuation, July 1, 1914, $16,879,718. Disbursements 
were .000335 of valuation. General per capita cost, $10.77. 

Janesville. 

Continuation Evening Total 

Attendance 88 533 621 

Disbursements $4,026.00 $3,379.44 $7,405.44 

State aid 2,013.00 1,698.72 3,702.72 

Population, 1910, 13,894. One person in 22 of the population at- 
tended. Assessed valuation, July 1, 1914, $15,312,629. Disbursements 
■were .000484 of valuation. General per capita cost, $11.92. 

23—1. T. 



354 Outlines of Lessons 



Kenosha. 

Industrial Continuation Evening Total 

Attendance 57 347 614 1,018 

■Disbursements $3,379.53 $5,997.40 $5,998.60 $15,375.53 

■State aid 1.689.77 2,998.70 2,999.30 7,687.17 

Population, 1910, 21,371. One person in 21 of the population at- 
tended. Assessed valuation, July 1, 1914, $26,063,615. Disbursements 
were .000590 of the valuation. General per capita cost, $15.10. 



', La Crosse. 

Industrial Continuation Evening Total 

Attendance 23 217 705 945 

Disbursements $273.25 $2,568.05 $3,601.87 $6,443.17 

estate aid 136.65 1,284.02 1,800.93 3,221.57 

Population, 1910, 30,417. One person in 32 of the population at- 
tended. Assessed valuation, July 1, 1914, $21,210,678. Disbursements 
were .000304 of valuation. General per capita cost, $6.82. 



Madison. 

Industrial Continuation Commercial Evening Total 

Attendance .. 92 102 20 994 1,218 

Disbursements $500.00 $5,735.30 $505.94 $6,000.00 $12,741.24 

State aid 250.00 2,867.65 252.97 3,000.00 6,370.62 

Population, 1910, 25,531. One person in 21 of the population at- 
tended. Assessed valuation, July 1, 1914, $47,267,691. Disbursements 
were .000269 of valuation. General per capita cost, $10..o4. 



Menasha. 

Continuation Commercial Evening Total 

Attendance 143 7 55 205 

Disbursements $2,763.77 $250.00 $1,140.50 $4,154.27 

State aid 1,381.89 125.00 570.25 2,077.14 

Population, 1910, 6,081. One person in 30 of the population attended. 
Assessed valuation, July 1- "'9"'^. $2,914,080. Disbursements were 
,001425 of valuation. General per capita cost, $20.26. 

Menomonie. 

Evening Total 

Attendance 136 136 

Disbursements $987.50 $987.50 

State aid 493.75 493.75 

Population 1910, 5,036. One person in 38 of the population attended. 
Assessed valuation July 1, 1914, $3,114,238. Disbursements were 
.000317 of the valuation. General per capita cost, $7.26. 



Institute op Teachers 355 



Marinette. 

Evening Total 

Attendance 273 273 

Disbursem.ents $1,394.13 $1,394.13 

State aid 697.07 697.07 

Population, 1. 10, 14,610. Cue t-tr.cn in 54 of the population at- 
tended. Assessed valuation, July 1, 1914, $8,486,668. Disbursements, 
.000164 of the valuation. General per capita cost, $5.62. 



Manitowoc. 

Continuation Evening Total 

Attendance 200 372 572 

Disbursements $1,990.46 $1,690.82 $3,681.28 

State aid 995.23 845.42 1,840.65 

Population, 1910, 1?,027. One i erson in 24 of the population at- 
tended. Assessed valuation, .July 1, 1914, $12,062,402. Disbursements 
were .000305 of the valuation. General per capita cost, $6.43. 



Marshfield. 

Attendance 

Disbursements 

State aid 

Population, 1910, 5,783. One person in 109 of the population at- 
tended. Assessed valuation, July 1, 1914, $3,611,460. Disbursements 
were .000106 of valuation. General per capita cost, $7.24. 

Milwaukee. 

Industrial Continuation Evening Total 

Attendance 427 5,824 5,535 11.786 

Disbursements $24,334.86 $66,183.70 $28,252.54 $118,771.10 

State aid 3,000.00 3,000.00 3,000.00 9,000.00 

Population, 1910, 373,857. One person m 28 of the population at- 
tended. Assessed valuation July 1, 1914, $486,424,005. Disbursements 
were .000244 of the valuation. General per capita cost, $9.00. 

Neenaii. 

Industrial Continuation Evening Total 

Attendance 5 65 148 218 

Disbursements $556.86 $801.00 $1,148.12 $2,505.98 

State aid 278.43 400.50 574.06 1,252.59 

Population, 1910, 5,374. One person in 25 of the population attended. 
Assessed valuation, July 1, 1914, $4,730,445. Disbursements were 
000532 of valuation. General per capita cost, $13.69. 



Evening 


Total 


53 


53 


$383.65 


$383.65 


191.83 


191.83 



356 Outlines of Lessons 



Oshkosh. 

Industrial Continuation Evening Total 

Attendance 39 417 359 815 

Disbursements $768.40 $5,046.90 $1,445.00 $7,260.30 

State aid 384.20 2,523.45 722.50 3,630.15 

Population, 1910, 33,062. One person in 40 of the population attended. 
Assessed valuation, July 1, 1914, $29,803,774. Disbursements v/ere 
.000243 of the valuation. General per capita cost, $8.91. 



Racine. 

Industrial Continuation Evening ' Total 

Attendance '. . . 85 498 701 1,284 

Disbursements $5,184.29 $7,767.84 $6,888.69 $19,840.82 

State aid 2,592.15 3,000.00 3,000.00 8,592.15 

Population, 1910, 38,002. One person in 30 of the population at- 
tended. Assessed valuation July 1, 1914, $50,986,553. Disbursements 
were .000390 of the valuation. General per capita cost, $15.45. 



Sheboygan. 

Industrial Continuation Evening Total 

Attendance 66 627 343 1,036- 

Disbursements $2,237.34 $6,008.28 $871.32 $9,116.94 

State aid 1,118.67 3,000.00 435.66 4,554.33. 

Population, 1910, 26,398. One person in 25 of the population at- 
tended. Assessed valuation, July 1, 1914, $17,672,732. Disbursements 
were .000516 of valuation. General per capita cost, $8.80. 



South Milwaukee. 

Industrial Continuation Total 

Attendance 11 106 117 

Disbursements . $180.00 $1,210.18 $1,390.18- 

State aid 90.00 605.09 695.09 

Population, 1910, 6,092. One person in 52 of the population attended. 
Assessed valuation. July 1, 1914, $4,563,690. Disbursements were 
.000304 of valuation. General per capita cost, $11.88.. 



Superior. 

Industrial Continuation Commercial Evening Total 

Attendance .. 10 75 91 843 1,019' 

Disbursements $301.15 $4,432.15 $1,498.50 $6,000.00 $12,231.80 

State aid 150.58 2,216.08 749.25 3,000.00 6,115.90- 

Population, 1910, 40,384. One person in 58 of the population at- 
tended. Assessed valuation July 1, 1914, $33,129,104. Disbursements- 
were .000369 of the valuation. General per capita cost, $11.02. 



Institute op Teachers 357 



Two Rivers. 

Industrial Continuation Evening Total 

Attendance 29 99 104 232 

Disbursements $646.72 $686.82 $1,241.28 $2,574.82 

State aid 323.36 343.41 620.64 1,287.41 

Population, 1910, 4,850. One person in 21 of the population attended. 
Assessed valuation July 1, 1914, $4,080,695. Disbursements were 
.000631 of the valuation. General per capita cost, $11.10. 



Wausau. 

Industrial Continuation Evening Total 

Attendance 8 143 419 570 

Disbursements $528.68 $5,988.84 $1,496.94 $8,014.46 

State aid 264.34 2,994.42 748.47 4,007.23 

Population, 1910, 16,560. One person in 29 of the population at- 
tended. Assessed valuation, July 1, 1914, $9,659,854. Disbursements 
were .000829 of valuation. General per capita cost, $11.30. 



West Allis. 

Industrial Continuation Evening Total 

Attendance 37 100 322 459 

Disbursements $1,963.01 $2,826.82 $2,939.00 $7,728.83 

State aid 981.51 1,413.41 1,469.50 3,864.42 

Population, 1910, 6,645. One person in 15 of the population attended. 
Assessed valuation, July 1, 1914, $10,592,306. Disbursements were 
,000730 of valuation. General per capita cost, $16.83. 



358 Outlines op Lessons 



LOCATION OF SCHOOLS. 

The law of 1911 provided that there maj^ be established 30 schools. 
In August 1913, 26 schools were established as follows: 

Beaver Dam 1, Beloit 1, Chippewa Falls 1, Eau Claire 1, Fond du Lac 

1, Green Bay 1, Janesville 1, Keno3ha 1, La Crosse 1, Madison 1, Mani- 
towoc 1, Marinette 1, Milwaukee 3, Oshkosh 1, Racine 2, Sheboygan 2, 
South Milwaukee 1, Superior 2, Two Rivers 1, Wausau 1, West Allis 1, 
—a total of 26. 

The legislature of 1913, while it increased the appropriation to 
$150,000, it increased the number of schools from 30 to 45. The 26 
schools located remain fixed unless the quality of their work is ques- 
tioned. Taking 26 schools from 45 schools leaves 19 schools to be lo- 
cated. It is recommended that these 19 schools be located at the fol- 
lowing cities: 

Appleton 2, Beloit 1, Cudahy 1, Eau Claire 1, Fond du Lac 1, Grand 
Rapids 1, Janesville 1, Kenosha 2, Madison 1, Marshfield 1, Menasha 1, 
Menomonie 1, Neenah 1, Oshkosh 1, Stevens Point 1, Wausau 1, West 
Allis 1, — a total of 19. This locates all of the schools authorized under 
the law. 

The schools located in 1913 and the schools recommended to be lo- 
cated in 1914 make the total at each city as follows: 

Appleton 2, Beaver Dam 1, Beloit 2, Chippewa Falls 1, Cudahy 1, Eau 
Claire 2, Fond du Lac 2, Grand Rapids 1, Green Bay 1, Janesville 2, 
Kenosha 3, La Crosse 1, Madison 2, Manitowoc 1, Marinette 1, Marsh- 
field 1, Menasha 1, Menomonie 1, Milwaukee 3, Neenah 1, Oshkosh 2, 
Racine 2, Sheboygan 2, South Milwaukee 1, Stevens Point 1, Superior 

2, Two Rivers 1, Wausau 2, West Allis 2, — a total of 45. 

This distribution leaves the following needs for schools unprovided: 

Green Bay 2, La Crosse 2, Madison 2, Milwaukee 1, Racine 2, Superior 

2, Antigo 1, Oshkosh 2, Baraboo 1, Merrill 1, Oconto 1, Portage 1, 

Rhinelander 1, Watertown 1, Waukesha 1, Stoughton 1, — a total of 22. 



Institute of Teachers 



359 



RELATION OF DISBURSEMENTS TO ASSESSED VALUATION. 



1. Menasba 

2. Wausau 

8. Beloit 

4. Appleton 

5. Eau Claire 

6. West Allis 

7. Fond du Lac .. 

8. Two Rivers 

9. Kenosha 

10. Neenah 

11. Sheboygan 

12. Cudahy 

13. Janesville 

14. Chippewa Falls 

15. Racine 

16. Beaver Dam 

17. Superior 

18. Green Bay 

19. Menomonie 

20. Manitowoc 

21. South Milwaukee 

22. La Crosse 

23. Madison 

24. Milwaukee 

25. Oshkosh 

26. Marinette 

27. Marshfield 



Afsefised 
valuation. 



9 
13 
U. 
10, 
10 
12 

4, 
26, 

4, 
17 

4, 
15, 

6, 
50 

3, 
23 
16 

3 
12 

4 
21 

47: 

486, 
29 



,914,080 
,659,854 
,422,607 
,048,915 
,247,674 
,592,306 
,508,335 
,060,695 
,063,615 
,730,445 
,672,732 
,023,387 
,312,629 
,196,526 
,986,553 
,848,242 
,129,104 
,879,718 
.114,238 
,062,402 
,563,690 
,210,678 
,268,691 
,424,005 
,803,774 
,486,668 
,611,460 



DisbursementsL 



$4,154 27 
8,014 46 

11,724 92 
8,855 39 
7,582 OS 
7,728 83 
8,177 34 
2,574 81 

15.375 53 
2,505 99 
8,979 79 
2,065 56 
7,405 44 
2,634 24 

19,840 82 
1,425 47 

12,231 80 
5,646 08 
987 50 
4,450 58 
1,390 18 
6,443 17 

12,741 24 

118,771 10 

7,260 30 

1,394 13 

383 65 



Bate. 



001425 

.000829 
.000807 
.000772 
.000740 
.000730 
.000653 
.000631 
.000590- 
.000532 
.000516 
.000513 
.000484 
.000425. 
.000890 
.000371 
.000369 
.000335- 
.000617 
.000305 
.000304 
.000304 
.000269 
.00024* 
.000243 
.000164 
.000106 



-360 



Outlines of Lessons 



GENERAL COST PER CAPITA, BASED ON WHOLE ENROLLMENT. 



Appleton 

Eau Claire 

Beloit 

Ohippewa Falls . 

Menasha 

West Allis ....... 

Racine 

Kenosha 

Neenih 

Oudahy 

Janesville 

South Milwaukee 

Wausau 

Two Rivers 



$37 39 
36 63 
24 80 
20 26 
20 26 
16 83 
15 45 
15 10 
13 69 
12 08 
11 92 
11 88 
11 30 
11 10 



15. Superior 

16. Green Bay .. 

17. Madison 

18. Beaver Dam 

19. Fond du Lac 

20. Milwaukee . . 

21. Oshkosh .... 

22. Sheboygan .. 

23. Menomonie . 

24. Maushfield . . 

25. La Crosse . . 

26. Manitowoc . 

27. Marinette . . . 



11 02 
10 77 
10 54 
9 97 
9 81 
9 00 
8 91 
8 80 
7 26 
7 24 
6 82 
6 43 
5 62 



Institute op Teachers 



361 



RELATION OF ATTENDANCE TO POPULATION. 



1. West Allis 

2. Kenosha 

3. Two Rivers 

i. Madison 

5. Janesville 

6. Manitowoc 

7. Fond du Lac 

8. Neenah 

9. Sheboygan 

10. Beloit 

11. Milwaukee 

12. Wausau 

13. Menasha 

14. Racine 

15. La Crosse 

16. Menomonie 

17. Oudahy 

18. Oshkosh 

19. Superior 

20. Beaver Dam 

21. Green Bay 

22. South Milwaukee 

23. Marinette 

24. Appleton 

25. Chippewa Falls 

26. Eau Claire 

27. Marshfleld 

Totals and average. 



Attendance. 



458 

1,018 
232 

1,208 
621 
572 
934 
243 

1,036 

557 

13,216 

570 

205 

1,284 
945 
136 
171 
815 

1,019 
143 
551 
117 
273 
290 
130 
?07 
53 



Population. 



27,004 



6,645 
21,371 

4,850 
25,531 
13,894 
13,027 
18,797 

5,374 

26,398 

15,125 

373,857 

16,560 

6,081 
38,002 
30,417 

5,036 

5.000 
33,062 
40,384 

6,758 
25,286 

6,092 
14,610 
16,773 

8,893 
18,310 

5,783 



801,916 



One in. 



15 
21 
21 
21 
22 
23 
25 
25 
25 
27 
28 
29 
30 
30 
32 
38 
39 
40 
40 
47 
48 
52 
54 
58 
68 
90 
109 



30 



362 



Outlines of Lessons 



GENERAL RANK OF CITIES. 
(This does not mean quality of instruction in sebools.) 



West AUis 

Beioit 

Menasha 

Kenosha 

Two Rivers 

Wausau 

Neenah 

Janesville 

Appleton 

Eau Claire 

Fond du Lac ... 

Racine 

Cudahy 

Sheboygan 

Chippewa Falls . 

Madison ' 

Superior 

Manitowoc 

Beaver Dam 

Milwautee 

Green Bay 

South Milwaukee 

Menomonie 

La Crosse 

Oshkosh 

Marinette 

Marshfield 



General 

attendance 

rank , 



1 
10 
13 

2 

3 
12 

8 

5 
24 
26 

7 
14 
17 

9 
25 

4 
19 

6 
20 ' 
11 
21 
22 
16 
15 
18 
23 
27 



Tax 
levy 
rank. 



Per 
capita 
rank. 



6 

3 

1 

9 

8 

2^ 
10 
13 

4 

5 

7 

15 
12 
11 
14 
23 
17 
20 
16 
24 
18 
21 
19 
22 
25 
26 
27 



3 
5 

8 
13 
12 

9 
11 

1 

2 
19 

7 

10 
22 

4 
17 
14 
26 
18 
20 
16 
15 
23 
25 
21 
27 
24 



Total 
of 

these. 



General 
final 
rank. 



13 
16 
19 
19 
24 
26 
27 
29 
29 
33 
33 
36 
39 
42 
43 
44 
50 
52 
54 
55 
55 
58 
58 
62 
64 
76 
78 



9 
10 
11 
12 
13 
14 
15 
16 
17 
18 
19 
20 
21 
22 
23 
24 
25 
26 
27 



Institute of Teachers 



363 



STATE AIDS AND LOCATION OF SCHOOLS. 



1913-1914. 



Appleton 

Beaver Dam .... 

Beloit 

Chippewa Palls . 

Cudahy 

Eau Claire 

Pond du Lac — 
Grand Rapids . . 

Green Bay 

Janesville 

Kenosha 

La Crosse 

Madison 

Manitowoc 

Marinette 

Marshfleld 

Menasha 

Menomonie 

Milwaukee 

Neenah 

Oshkosh 

Racine 

Sheboygan 

South Milwaukee 
Stevens Point . . 

Superior 

Two Rivers 

Wausau ^ 

West Allis 

Total 



State Aid. 


Schools. 


$5,422 19 


2 


712 73 


1 


6.362 71 


2 


1,317 12 


1 


1,032 78 


1 


3,791 02 


2 


4,068 67 


2 


No money 


1 


2,823 04 


1 


3,702 72 


2 


7,687 77 


3 


3,221 58 


1 


6,870 62 


2 


1,840 64 


1 


697 07 


1 


191 83 


1 


2,077 14 


1 


493 75 


1 


9,000 00 


8 


1,252 99 


1 


3,630 15 


2 


8,592 15 


2 


4,554 33 


2 


695 09 


1 


No money 


1 


6,115 90 


2 


1.287 41 


1 


4,007 23 


2 


3,864 42 


2 


$93,833 05 


46» 



* This is the total mamber of sctools authorized by the law of 1913. 



APPEENTICES. 





E^■ROLLiIE^•T AND A'rrEM)ANCE (32 WEEKS). 


mST.,BOT.ON OP ATTZ.,DA»OE. 








PNHO,,,,M.NT BT O.ADES. 


SEX. 


DISTRIBUTION OP ENROLLMENT BT EMPLOYMENT. 


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::::::::::;:::::: 












:::::::: 




::::::::i:::::::: :::;:::; .:::::;:::,:::::::::::::::::::;::::::: :;:::::: :::::::: 








Sloiths 


1 . 




























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171 1 70 


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i 












_ 








PERSONS 14 TO 16 YEARS OLD, HOLDING LABOR PERMITS. 





IXKOLIMEXT ASD ATTl-MJAX-CZ (S2 WEEKS). 


DISTRIBUTION OF ATTENDAHOE. 


ENROLLMENT BY .^GES. ] SEX. ', E.BOEE.MENT B 




S. 


DISTRIBUTION BY EMPLOYMENT. 


[ 




i 
1 





c„,.s. 


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in 1 1 1« 


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mf^SSSl' .■.:::::;;::::: 


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l,,.T7 


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1,178 


6,603 


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2.3,7 


350 


225 


107 


353 


1,9«S 


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10 


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631 




75 


fl37.MO.50 



ALL-DAY. INDUSTRIAL. 





. 


N„.„,, 


m,:nt 


AND A 


rrjcNDANCi:. 

11 A 


Is 


1 


fii 

gas 


1 




msTniBormN op 












...VBOLLMENT-AGES. 


ENROLLMENT-GRADES. 






1 


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1 




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■fi 


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Is 
|a 


1 


i 


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1 


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1 

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18 




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' Drop|)lDB trout nil ichooli whntaoover. 



Ap 
Be 
Be 

CI 

Cu 

Ei 
Fc 
Gi 
Ja 
Ke 

Li 

Ml 
Ml 
Ml 
M; 

M< 
Ml 

M! 
N< 



Bi 

SI 

1 

W 
W 



EVENING CLASSES. 



- 


" ENROLLMENT AND ' ATTENDANCE, l| 


=^ = 




= 


















msTnmnTloN op enholluent by employment. 


. o.«.s. 


1 


i! 


tl 


III 


1 1 


1 


. 




1 
1 


1 
1 


i 
1 


1 


1 


1 


1 

! 


1 
1 


3 


1 


if 


1 

i 


1 


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i 


1 


1! 


1 


1 


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1 


1 


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i«5 


1 


1 


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1 


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1 

s 


1 


1 
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j 


1 
11 




Si 

1" 


1 


1 


1 


Is 

1 


1 


i 


1 


1 

s 

i. 




i 


1 
1 


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1 




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Chippewa' Fniia"".;""!"!.. ..'.■. 29 


i 


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''f:l 


::;.:::::::::;::: 



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:::::::: ::;:::::i::::::::: 

:::::::: !..i--i3- 

::::::;:::::::::! tl 




MarahflelU 


'::z 


Z.OS! 


*. 


-1 






A 


::::^^:: 






::::::::!:::::::: 


:::::::i::::::;: 
1 


:::::::: 


Two Blv I 


1 ^5 1 5S;S 


•■•i " 


7 1 10 1 1 




' 










Wes't'^Mlls"'.. 


— 


-1^ 


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169 


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127 


200 


17 


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17 


11 1 11 


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121 1 19 1 3S 1 S7 { IS 


1 


290 


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273 iS 




— 


3,309 


723 


Toul 


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— 


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, 





RECEIPTS. DIHBDRSEMENTS— SALARIES. DISBCRSEMEXTS-MAIXTENANCE. 




c.x,.s. 




°i 


53 


1 


a 


i -' 


IS : .1^ 
1" ! 3°' 


8 

III 


1 

III 


ill li 


sis 

|tl 


|gS 


III 


lis 




1 
P'g 


|s" 


i 


i 

1 
II 


1"' 


1 ; 1 


ii 


II 

III 


L 
III 


ll 


ill 


ill 


2 


P 




ApplatoB 

OblppewB FbIIs 

•Oudahy 




:--'=:-;f!!- 


liewM 'leoSo is 80 ....!!!?.'!.. 


^S" L.*':™".. ":raoo ,::::::::;:::: 


S617 07 1; 82,10176 


S17« 


"67!S 


'"II" 


W«" 


11 


S76 00 


■■■■S626'm' 


'"" -■■■'"■"' ■" "'■■ ''''■'■■■'■'■'■'■■] '^s* 


:::::™!';: 


"ii 'ii 


Si.»a 10 


V^w 


1 S30O0O |S.4i2 

■■■■siri'oo" ''sTOs? Sii 

«160 1.031 8 


mafsoa^''. ^'^y "■'.'■'■'■ 

MnrehQeld !!!X'.'.'.,, ,. 

Sbcboycon 

South MUwnukco 

Supirlor 


;!: ': 


■'■■isjsm' 

lloOl 33 


''""JS 


1 IImSo S!S? 

'120 OS 816 00 


llili 




11 


"ii 


1»,810S3 1 .....J.. 3,410 78 , 6,184 20 [ 7,7K J. 

3w 1 !!'.1°. ■■■■^■mir' "'isooo 1 I'liSis 


oloSom 


III 


:!!.?!.. 


I,1W»0 1,083 OS 
l.Oes 01 8,823 01 
1.080 72 , 8.702 72 

718 17 t l,.m7 23 


WausQU 


(1 ■ '"!."'. 


1 aieOS 86 1 6,200 16 


j so 40 1 73 50 ! TST.iO 


600 34 1.628 S2 19 81 1.517 CO 1 


201 37 1 1S5 83 1 1,422 00 


7,86006 ; .^17*, 1,"„IIU -.5.6^2 [ 2,!1390O 


1,400 60 .i.*".! I. 




1 '■-■'-« «'■«"" 


iS0.6«>™jS.<O.,»6OJS2..«2. 1 ^,=».1=;5=,«.5,,,^,,<K.™ 


S10,.S».3 S7=.O,O0O S...7UI0 SOO.m 87 j' S.5..0, 60 


82,171 01 


S-!,™ OS 


57,«01 7» 


81,112 8S 


820,650 63 [ 85,690 82 i $18,383 70 


861.113 35 


S2«,mil j S18.3UJ16 , 8S-.5;»»1 S.-.;.»,41 ,8141.616 26 1 81.170 0,1 ^ 885.890 20 


8201.101 05 


ifv->.m sj 


810,703 23 


?;,is6 01 


!3l,.l78 00 j s.;i.si:].» 



